Advancements in training and technology that cater specifically
to the needs of African journalists are beginning to pave the way for a new era in
African journalism.
A recurring problem within the African media up until now has been a lack of resources
and funding for African journalists. This has resulted in rich foreign news agencies
with superior resources often setting the agenda for African news through the topics
they choose to report.

The ramifications of this can be hugely detrimental as foreign journalists reports
may not be able to paint the most in-depth and accurate picture. In the worst cases,
misconceptions can hinder development as it results in misguided policy decisions
being made.

There is therefore an urgent need for African journalists, who are likely to better
understand the subtleties and complexities of African events, to set the agenda for
news in the continent.

Several digital initiatives have recently been created to help African journalists
tell their own stories. One such project is Africa
Talks, a multimedia educational website which uses nuanced commentary and detailed
analysis to teach visitors worldwide about critical issues facing the continent.

The websites founder, Salem Solomon, a teaching assistant and graduate student at
University of South Florida St. Petersburg, is now taking things a step further. Through
the introduction of an eLearning section of the site, she hopes to address the specific
training needs of African journalists, as she explains:

´Like journalists everywhere, journalists in Africa can benefit from ongoing training
in core skills, including technology, ethics, reporting and writing, and privacy and
security. In addition, radio is essential to African journalism and communications
in general. In isolated parts of the continent, radio broadcasts provide an effective
way to reach large numbers of people. This puts a special emphasis on training around
audio production and writing for broadcast.´

Though online training sites for journalists, such as Poynters
News University, do already exist, they dont cater for the unique training needs
of African journalists. As press freedom and resources vary widely from country to
country in Africa, Solomon intends to create a training platform that will cater specifically
to journalists in Africa, especially those that have the autonomy to convey accurate
news:

´We will conduct a needs assessment focused on eight countries across the continent.
These countries represent different regions, press freedoms and technological environments.
Based on what we learn, we plan to create a platform catered to journalists operating
in at least moderately open press environments.´

The Africa Talks eLearning platform will feature training materials in various formats
including self-directed courses, live discussions with reporters, online seminars
and pre-recorded conversations. Topics are likely to include legal issues around publishing
information on a country-by-country basis, running corrections online and across social
media, and working with numbers. Though initially, courses will be offered in English,
the plan is to eventually translate many of the courses, therefore offering multilingual
training. Moreover, the editorial content of the site will be utilised as reference
material for the training modules.

This comprehensive training platform will be the first of its kind to enable journalists
in Africa to advance their professional development thus empowering them to tell the
stories that reflect the real state of Africa. This is something that Salem Solomon
has envisioned for the site from the outset:

The ultimate goal of Africa Talks is to create a space for nuanced reporting with
more contributors. With an eLearning component, Africa Talks can empower journalists
across the continent to own their narratives.

As well as training for journalists in Africa, several other digital initiatives have
sprung up to incentivise African journalists. The African Media Initiative set up
the African News Innovation Challenge (ANIC) in 2012 with the aim of spurring on innovation
in the news industry.

This pan-African contest is funding pioneering ideas and then continuing to support
them through a network of peers and advisors. The $1 million fund was designed to
encourage experimentation in digital technologies, which would in turn help strengthen
African news organisations. It is the continents largest fund for supporting new
media experimentation and digital news startups in ventures such as data driven journalism,
investigative reporting, newsroom management, audience engagement, digital convergence
and media business models.

One of the notable winners of the contest was African
SkyCAM, which aims to revolutionise frontline reporting through the use of unmanned
aerial vehicles. As Africas first newsroom-based eye-in-the-sky, it is an innovative
solution for journalists attempting to report the news in remote locations or dangerous
situations. Through the use of drones and camera-equipped balloons, it helps media
that cannot afford helicopters report the news from the air.

In South Africa, the Oxpeckers Centre for Investigative
Environmental Journalism, another winner in the ANIC contest, promotes the use
of geo-journalism. This non-profit company combines traditional investigative reporting
with data analysis and geo-mapping tools to expose eco-offences and track organised
criminal syndicates in southern Africa. Journalists there have successfully reported
on stories such as rhino-poaching, illegal logging and canned lion hunting. Oxpeckers
visualises complex stories using dynamic infographics, animated maps and data visualisation
to expand on traditional story packages.

These are just some of the ways in which digital innovation is facilitating better
journalism in Africa. As technology advances further and online training methods and
reporting tools become ever more accessible, Africas journalists will be increasingly
better equipped to craft their own narratives about the continent.

Digital initiatives shaping the future of African journalismhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=39dca5b5-2e0e-48a5-8d5c-839ba300f4b3http://www.itu.int/ITU-D/sis/newslog/2015/03/24/DigitalInitiativesShapingTheFutureOfAfricanJournalism.aspx
Tue, 24 Mar 2015 22:18:31 GMT<br>
<img src="http://www.elearning-africa.com/eLA_Newsportal/wp-content/uploads/Digi-Journalism-workshop-at-the-Koinonia-Community-Centre-Paarl-South-Africa-e1426771765765.jpg" height="172" width="257">
<br>
<br>
<div align="justify">Advancements in training and technology that cater specifically
to the needs of African journalists are beginning to pave the way for a new era in
African journalism.<br>
A recurring problem within the African media up until now has been a lack of resources
and funding for African journalists. This has resulted in rich foreign news agencies
with superior resources often setting the agenda for African news through the topics
they choose to report.<br>
<br>
The ramifications of this can be hugely detrimental as foreign journalists reports
may not be able to paint the most in-depth and accurate picture. In the worst cases,
misconceptions can hinder development as it results in misguided policy decisions
being made.<br>
<br>
There is therefore an urgent need for African journalists, who are likely to better
understand the subtleties and complexities of African events, to set the agenda for
news in the continent.<br>
<br>
Several digital initiatives have recently been created to help African journalists
tell their own stories. One such project is <a href="https://www.africa-talks.com/">Africa
Talks</a>, a multimedia educational website which uses nuanced commentary and detailed
analysis to teach visitors worldwide about critical issues facing the continent.<br>
<br>
The websites founder, Salem Solomon, a teaching assistant and graduate student at
University of South Florida St. Petersburg, is now taking things a step further. Through
the introduction of an eLearning section of the site, she hopes to address the specific
training needs of African journalists, as she explains:<br>
<br>
´Like journalists everywhere, journalists in Africa can benefit from ongoing training
in core skills, including technology, ethics, reporting and writing, and privacy and
security. In addition, radio is essential to African journalism and communications
in general. In isolated parts of the continent, radio broadcasts provide an effective
way to reach large numbers of people. This puts a special emphasis on training around
audio production and writing for broadcast.´<br>
<br>
Though online training sites for journalists, such as <a href="http://www.newsu.org/">Poynters
News University</a>, do already exist, they dont cater for the unique training needs
of African journalists. As press freedom and resources vary widely from country to
country in Africa, Solomon intends to create a training platform that will cater specifically
to journalists in Africa, especially those that have the autonomy to convey accurate
news:<br>
<br>
´We will conduct a needs assessment focused on eight countries across the continent.
These countries represent different regions, press freedoms and technological environments.
Based on what we learn, we plan to create a platform catered to journalists operating
in at least moderately open press environments.´<br>
<br>
The Africa Talks eLearning platform will feature training materials in various formats
including self-directed courses, live discussions with reporters, online seminars
and pre-recorded conversations. Topics are likely to include legal issues around publishing
information on a country-by-country basis, running corrections online and across social
media, and working with numbers. Though initially, courses will be offered in English,
the plan is to eventually translate many of the courses, therefore offering multilingual
training. Moreover, the editorial content of the site will be utilised as reference
material for the training modules.<br>
<br>
This comprehensive training platform will be the first of its kind to enable journalists
in Africa to advance their professional development thus empowering them to tell the
stories that reflect the real state of Africa. This is something that Salem Solomon
has envisioned for the site from the outset:<br>
<br>
The ultimate goal of Africa Talks is to create a space for nuanced reporting with
more contributors. With an eLearning component, Africa Talks can empower journalists
across the continent to own their narratives.<br>
<br>
As well as training for journalists in Africa, several other digital initiatives have
sprung up to incentivise African journalists. The African Media Initiative set up
the African News Innovation Challenge (ANIC) in 2012 with the aim of spurring on innovation
in the news industry.<br>
<br>
This pan-African contest is funding pioneering ideas and then continuing to support
them through a network of peers and advisors. The $1 million fund was designed to
encourage experimentation in digital technologies, which would in turn help strengthen
African news organisations. It is the continents largest fund for supporting new
media experimentation and digital news startups in ventures such as data driven journalism,
investigative reporting, newsroom management, audience engagement, digital convergence
and media business models.<br>
<br>
One of the notable winners of the contest was <a href="http://www.africanskycam.com/">African
SkyCAM</a>, which aims to revolutionise frontline reporting through the use of unmanned
aerial vehicles. As Africas first newsroom-based eye-in-the-sky, it is an innovative
solution for journalists attempting to report the news in remote locations or dangerous
situations. Through the use of drones and camera-equipped balloons, it helps media
that cannot afford helicopters report the news from the air.<br>
<br>
In South Africa, the <a href="http://oxpeckers.org/">Oxpeckers Centre for Investigative
Environmental Journalism</a>, another winner in the ANIC contest, promotes the use
of geo-journalism. This non-profit company combines traditional investigative reporting
with data analysis and geo-mapping tools to expose eco-offences and track organised
criminal syndicates in southern Africa. Journalists there have successfully reported
on stories such as rhino-poaching, illegal logging and canned lion hunting. Oxpeckers
visualises complex stories using dynamic infographics, animated maps and data visualisation
to expand on traditional story packages.<br>
<br>
These are just some of the ways in which digital innovation is facilitating better
journalism in Africa. As technology advances further and online training methods and
reporting tools become ever more accessible, Africas journalists will be increasingly
better equipped to craft their own narratives about the continent.<br>
<br>
(Source: <a href="http://www.elearning-africa.com/eLA_Newsportal/journalism-ICT-Africa/">eLearning
Africa</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=39dca5b5-2e0e-48a5-8d5c-839ba300f4b3" />CommunicationsCurriculum DevelopmentDigital literacyICT Infrastructurehttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=62d711d9-c12f-48e5-b348-f00b2617be1chttp://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=62d711d9-c12f-48e5-b348-f00b2617be1cSome Other User

Telefónica Educación Digital and Qualcomm Wireless Reach announces
today the launch of the Mobile for Change competition (www.mobile4change.org) with
the patronage of UNESCO and full support of its YouthMobile Initiative.

Under the framework of International Womens Day with a specific focus on gender equality,
this global app competition targets women and young people by empowering them to develop
mobile solutions for social good. Young people interested in learning about App development
can apply what they learn from the free MOOCs offered on the MiríadaX
platform and gain the necessary skills to produce their own App.

For the creation of the Apps, participants must use AllJoyn,
a free and open source software project by the AllSeen Alliance and the Qualcomm Vuforia platform
as well as the applications-development environment App
Inventor for Android devices.

´With this initiative we want to support app developers that are looking forward to
using their talent in addressing a social welfare issue´, says Sergio San Martín,
project leader at Telefónica Educación Digital. ´We expect all submitted mobile applications
must be aligned to the competitions theme of social and environmental change, which
includes education, entrepreneurship, healthy lifestyles, art and creativity, environmental
sustainability, public safety, social inclusion, and empowerment of women.´

UNESCOs patronage affirms Telefónica Educación Digitals initiative, which upholds
the important use of mobile technology to promote the building of knowledge societies
and the participation of young people for achieving the upcoming new Sustainable Development
Goals.

´UNESCO is confident that this event will contribute to the aims of its YouthMobile
Initiative,´ says Davide Storti, Programme Specialist of UNESCO. ¨The YouthMobile
Initiative empowers young people all across the world to create mobile applications
to address sustainable development challenges facing their communities, such as illiteracy
and unemployment.´

The competition has a general category and two special categories, one dedicated to
Apps aimed at the empowerment of women and the other for young people between 18 and
25 years of age. Each category will have five finalists, of which three will be prize
winners. The first prize in each category is attendance at a VatorSplash event (including
air travel, accommodations, and a financial award of 1,500 Euros), where the winner
can learn from the best and exchange experiences with international investors. In
addition, the winners will be supported with computer equipment and training.

Mobile for Change is expecting to attract over 3000 people with a minimum of 300 actual
competition apps submitted. Participants will be mainly residing in Spanish- and Portuguese-speaking
countries, but other language speakers are welcome to enter, too.

It is still possible to register online on the competitions
official web page. The 25th of March begins the period in which each participant
can upload his or her App. The voting begins on the 16 of May and the winners will
be announced on 26 June in a final event.

With Patronage of UNESCO and the YouthMobile Initiative, Telefónica Educación Digital launches the Mobile for Change app competitionhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=62d711d9-c12f-48e5-b348-f00b2617be1chttp://www.itu.int/ITU-D/sis/newslog/2015/03/24/WithPatronageOfUNESCOAndTheYouthMobileInitiativeTelef%c3%b3nicaEducaci%c3%b3nDigitalLaunchesTheMobileForChangeAppCompetition.aspx
Tue, 24 Mar 2015 22:00:20 GMT<br>
<img src="http://wa1.www.unesco.org/new/typo3temp/pics/4381b512cf.jpg">
<br>
<br>
<div align="justify">Telefónica Educación Digital and Qualcomm Wireless Reach announces
today the launch of the Mobile for Change competition (www.mobile4change.org) with
the patronage of UNESCO and full support of its YouthMobile Initiative.<br>
<br>
Under the framework of International Womens Day with a specific focus on gender equality,
this global app competition targets women and young people by empowering them to develop
mobile solutions for social good. Young people interested in learning about App development
can apply what they learn from the free MOOCs offered on the <a href="https://www.miriadax.net/">MiríadaX
platform</a> and gain the necessary skills to produce their own App.
<br>
<br>
For the creation of the Apps, participants must use <a href="https://developer.qualcomm.com/mobile-development/create-connected-experiences/intelligent-proximal-connectivity-alljoyn">AllJoyn</a>,
a free and open source software project by the AllSeen Alliance and the Qualcomm <a href="https://www.qualcomm.com/products/vuforia">Vuforia</a> platform
as well as the applications-development environment&nbsp; <a href="http://appinventor.mit.edu/explore/">App
Inventor</a> for Android devices.
<br>
<br>
´With this initiative we want to support app developers that are looking forward to
using their talent in addressing a social welfare issue´, says Sergio San Martín,
project leader at Telefónica Educación Digital. ´We expect all submitted mobile applications
must be aligned to the competitions theme of social and environmental change, which
includes education, entrepreneurship, healthy lifestyles, art and creativity, environmental
sustainability, public safety, social inclusion, and empowerment of women.´
<br>
<br>
UNESCOs patronage affirms Telefónica Educación Digitals initiative, which upholds
the important use of mobile technology to promote the building of knowledge societies
and the participation of young people for achieving the upcoming new Sustainable Development
Goals.
<br>
<br>
´UNESCO is confident that this event will contribute to the aims of its YouthMobile
Initiative,´ says Davide Storti, Programme Specialist of UNESCO. ¨The YouthMobile
Initiative empowers young people all across the world to create mobile applications
to address sustainable development challenges facing their communities, such as illiteracy
and unemployment.´
<br>
<br>
The competition has a general category and two special categories, one dedicated to
Apps aimed at the empowerment of women and the other for young people between 18 and
25 years of age. Each category will have five finalists, of which three will be prize
winners. The first prize in each category is attendance at a VatorSplash event (including
air travel, accommodations, and a financial award of 1,500 Euros), where the winner
can learn from the best and exchange experiences with international investors. In
addition, the winners will be supported with computer equipment and training.
<br>
<br>
Mobile for Change is expecting to attract over 3000 people with a minimum of 300 actual
competition apps submitted. Participants will be mainly residing in Spanish- and Portuguese-speaking
countries, but other language speakers are welcome to enter, too.
<br>
<br>
It is still possible to register online on the <a href="http://www.mobile4change.org/">competitions
official web page</a>. The 25th of March begins the period in which each participant
can upload his or her App. The voting begins on the 16 of May and the winners will
be announced on 26 June in a final event.
<br>
<br>
(Source: <a href="http://www.unesco.org/new/en/communication-and-information/resources/news-and-in-focus-articles/all-news/news/with_patronage_of_unesco_and_the_youthmobile_initiative_telefonica_educacion_digital_launches_the_mobile_for_change_app_competition/#.VQs88yw7et8">UNESCO</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=62d711d9-c12f-48e5-b348-f00b2617be1c" />CommunicationsCurriculum DevelopmentDigital literacyEmployment and entrepreneurshipGenderYouthhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=baf30ec0-01eb-42bd-acea-8db23d77109ahttp://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=baf30ec0-01eb-42bd-acea-8db23d77109aSome Other User

The kick-off meeting of a new EEA Grants co-financed project
aimed at supporting women's tech entrepreneurship in Valencia region took place the
25-26 February in Gandia.

DAME is a transnational project promoted by the City of Gandia which aims to improve
the entrepreneurial skills of women in the city and promote the implementation of
personal projects and / or professional capable of being transformed into business.

For this, the project involves intensive training actions and accompanying with clients
through specialized coachers in the field of personal development, technology, entrepreneurship
and business management, together with other actions to improve the participation
woman in a labor market highly influenced by digital technologies.

During the one year project DAME project users receive training and constant support
during all phases of the process of their business start-ups, from the moment the
idea is conceived, to the formation of teams, the implementation and consolidation
of their businesses. As an innovative element participants have access to the use
of the Launchpad methodology, which enables the women to test directly in the real
environment every advance step or decision in the creation process.

DAME also includes a series of complementary actions contributing to ensure the achievement
of its objectives and results. These interventions consist of on the one hand the
creation of a Device Networking for Women Entrepreneurs Accompanying involving actors,
institutions and structures of the territory, together with awareness measures aimed
at promoting a positive image of women linking it to concepts such as entrepreneurship
and technology.

The transfer of knowledge and leading European best practices is ensured through the
European Centre for Women and Technology - ECWT.

This project is developed with the support of the Financial Mechanism of the European-
Economic Area EEA Grant -in the Memorandum of Agreement between the Kingdom of Norway,
Iceland, the Principality of Lietchestein and the Kingdom of Spain.

The EEA grant funds, promote the development of entrepreneurial projects of women
in the European Union, under the "Program for Gender Equality and Reconciliation of
Work and Family Life", promoted in Spain by the Institute for Women , Ministry of
Health, Social Services and Equality.

In connection with the kick-off event Eva Fabry the Director of ECWT presented the
latest developments in regard to women's entrepreneurship and digital business start-ups
on a European level and Astrid Green, Member of ECWT's High-level Advisory Committee
presented the concrete experiences of Athene Prosjektledelse, strategic partner of
ECWT, in launching the Business Innovation Centre in Kosovo. 

ECWT supports women's tech entrepreneurship in Valencia http://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=baf30ec0-01eb-42bd-acea-8db23d77109ahttp://www.itu.int/ITU-D/sis/newslog/2015/03/24/ECWTSupportsWomensTechEntrepreneurshipInValencia.aspx
Tue, 24 Mar 2015 21:53:59 GMT<br>
<img src="http://www.womenandtechnology.eu/digitalcity/servlet/PublishedFileServlet/AAAPGDOU/DAME.jpg" height="170" width="330">
<br>
<br>
<div align="justify">The kick-off meeting of a new EEA Grants co-financed project
aimed at supporting women's tech entrepreneurship in Valencia region took place the
25-26 February in Gandia.<br>
<br>
DAME is a transnational project promoted by the City of Gandia which aims to improve
the entrepreneurial skills of women in the city and promote the implementation of
personal projects and / or professional capable of being transformed into business.<br>
<br>
For this, the project involves intensive training actions and accompanying with clients
through specialized coachers in the field of personal development, technology, entrepreneurship
and business management, together with other actions to improve the participation
woman in a labor market highly influenced by digital technologies.<br>
<br>
During the one year project DAME project users receive training and constant support
during all phases of the process of their business start-ups, from the moment the
idea is conceived, to the formation of teams, the implementation and consolidation
of their businesses. As an innovative element participants have access to the use
of the Launchpad methodology, which enables the women to test directly in the real
environment every advance step or decision in the creation process.<br>
<br>
DAME also includes a series of complementary actions contributing to ensure the achievement
of its objectives and results. These interventions consist of on the one hand the
creation of a Device Networking for Women Entrepreneurs Accompanying involving actors,
institutions and structures of the territory, together with awareness measures aimed
at promoting a positive image of women linking it to concepts such as entrepreneurship
and technology.<br>
<br>
The transfer of knowledge and leading European best practices is ensured through the
European Centre for Women and Technology - ECWT.
<br>
<br>
This project is developed with the support of the Financial Mechanism of the European-
Economic Area EEA Grant -in the Memorandum of Agreement between the Kingdom of Norway,
Iceland, the Principality of Lietchestein and the Kingdom of Spain.<br>
<br>
The EEA grant funds, promote the development of entrepreneurial projects of women
in the European Union, under the "Program for Gender Equality and Reconciliation of
Work and Family Life", promoted in Spain by the Institute for Women , Ministry of
Health, Social Services and Equality.<br>
<br>
In connection with the kick-off event Eva Fabry the Director of ECWT presented the
latest developments in regard to women's entrepreneurship and digital business start-ups
on a European level&nbsp; and Astrid Green, Member of ECWT's High-level Advisory Committee
presented the concrete experiences of Athene Prosjektledelse, strategic partner of
ECWT, in launching the Business Innovation Centre in Kosovo. 
<br>
<br>
(Source: <a href="http://www.womenandtechnology.eu/digitalcity/projects/w4ict/boxedNewsEvent.jsp?dom=AAABECDQ&amp;prt=BAAFLAFR&amp;fmn=BAAFLAFT&amp;smen=BAAFKZBY&amp;men=BAAFKZBY&amp;firt=AAAPGDYI">ECWT</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=baf30ec0-01eb-42bd-acea-8db23d77109a" />CommunicationsCurriculum DevelopmentDigital literacyGenderhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=72ebe504-580b-44d3-88f7-20392ad33786http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=72ebe504-580b-44d3-88f7-20392ad33786Some Other User

The federal government has been called upon to make Information and Communications
Technology (ICT) a compulsory study across primary and secondary schools in Nigeria,
following the global adoption of ICT studies in schools.

A Lagos-based ICT expert, Mr. Temitope Ogunsemo, who gave the advice at a technology
workshop in Lagos, said the call became necessary as a result of the impact that ICT
is creating in various sectors of global economies.

At the workshop tagged: 'Creating the Future Workforce in a 21st Century Classroom',
Ogunsemo explained that it was necessary to make ICT compulsory in schools for better
knowledge in order to address some technicalities that will give Nigeria an edge in
the global technology space, especially as the internet has made the world flat by
providing easy access to information.

Ogunsemo, who is also the Managing Director of Krystal Digital Limited, a networks
solutions firm, said students with ICT knowledge would assist to develop the nation,
making use of their experience and advancement in technology.

The workshop, which was organised for information technology teachers in the South-west,
was in collaboration with Microsoft Nigeria. He advised that secondary school students
should be encouraged using ICT in communicating, teaching and learning in classrooms.

´These will facilitate their learning skills, knowledge and experience in information
technology. This is a global world, therefore, there will be need for the youths to
meet with global trend,´ Ogunsemo said.

He also stressed the need for the federal government to ensure that the use of ICT
facilities is compulsory in schools for teaching and learning, noting that in spite
of its potential in the development of IT education, not many schools in the country
had extensively adopted ICT facilities for teaching and learning.

´Education has been greatly influenced by ICT, which has undoubtedly affected teaching,
learning, and research. Its full adoption in Nigerian schools will have a positive
impact on teaching, learning and research´ Ogunsemo said, adding that recent research
had proven that ICT has great benefits and high potential to improve the quality of
education at all levels.

He further explained that ICT has the potential to accelerate, enrich and deepen skills
to motivate and engage students and to help relate school experience to work practices.

According to him, improved quality of education is essential for the creation of effective
human capital in any country.

´The need for ICT in the Nigerian educational system cannot be overemphasised. In
this technology-driven age, everyone requires ICT competence to survive,´ he said.
He said plans were underway between his firm and federal government schools in the
South-west to partner in building ICT infrastructure to enhance the students teaching
and learning ability.

He explained that his firm has been carrying out training workshops for schools in
the South-west and has trained several IT teachers from federal government schools,
to enhance their knowledge with modern technology know-how.

Expert Advocates Compulsory ICT Studies in Schools - Nigeriahttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=72ebe504-580b-44d3-88f7-20392ad33786http://www.itu.int/ITU-D/sis/newslog/2015/03/24/ExpertAdvocatesCompulsoryICTStudiesInSchoolsNigeria.aspx
Tue, 24 Mar 2015 21:45:19 GMT<div align="justify">
<br>
The federal government has been called upon to make Information and Communications
Technology (ICT) a compulsory study across primary and secondary schools in Nigeria,
following the global adoption of ICT studies in schools.<br>
<br>
A Lagos-based ICT expert, Mr. Temitope Ogunsemo, who gave the advice at a technology
workshop in Lagos, said the call became necessary as a result of the impact that ICT
is creating in various sectors of global economies.<br>
<br>
At the workshop tagged: 'Creating the Future Workforce in a 21st Century Classroom',
Ogunsemo explained that it was necessary to make ICT compulsory in schools for better
knowledge in order to address some technicalities that will give Nigeria an edge in
the global technology space, especially as the internet has made the world flat by
providing easy access to information.<br>
<br>
Ogunsemo, who is also the Managing Director of Krystal Digital Limited, a networks
solutions firm, said students with ICT knowledge would assist to develop the nation,
making use of their experience and advancement in technology.<br>
<br>
The workshop, which was organised for information technology teachers in the South-west,
was in collaboration with Microsoft Nigeria. He advised that secondary school students
should be encouraged using ICT in communicating, teaching and learning in classrooms.<br>
<br>
´These will facilitate their learning skills, knowledge and experience in information
technology. This is a global world, therefore, there will be need for the youths to
meet with global trend,´ Ogunsemo said.<br>
<br>
He also stressed the need for the federal government to ensure that the use of ICT
facilities is compulsory in schools for teaching and learning, noting that in spite
of its potential in the development of IT education, not many schools in the country
had extensively adopted ICT facilities for teaching and learning.<br>
<br>
´Education has been greatly influenced by ICT, which has undoubtedly affected teaching,
learning, and research. Its full adoption in Nigerian schools will have a positive
impact on teaching, learning and research´ Ogunsemo said, adding that recent research
had proven that ICT has great benefits and high potential to improve the quality of
education at all levels.<br>
<br>
He further explained that ICT has the potential to accelerate, enrich and deepen skills
to motivate and engage students and to help relate school experience to work practices.<br>
<br>
According to him, improved quality of education is essential for the creation of effective
human capital in any country.<br>
<br>
´The need for ICT in the Nigerian educational system cannot be overemphasised. In
this technology-driven age, everyone requires ICT competence to survive,´ he said.
He said plans were underway between his firm and federal government schools in the
South-west to partner in building ICT infrastructure to enhance the students teaching
and learning ability.<br>
<br>
He explained that his firm has been carrying out training workshops for schools in
the South-west and has trained several IT teachers from federal government schools,
to enhance their knowledge with modern technology know-how.<br>
<br>
(Source: <a href="http://www.thisdaylive.com/articles/expert-advocates-compulsory-ict-studies-in-schools/204208/">This
Day Live</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=72ebe504-580b-44d3-88f7-20392ad33786" />ChildrenCommunicationsCurriculum DevelopmentDigital literacyICT in EducationYouthhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=8039ab20-06d7-4f51-966c-11711cec0ff0http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=8039ab20-06d7-4f51-966c-11711cec0ff0Some Other User

The Vodafone Foundation
has unveiled a portable "Instant Classroom" that it hopes will give 15,000 child refugees across Africa access
to tablet-based education.

The digital school in a box, which has been unveiled at Mobile World Congress in Barcelona,
can be set up in 20 minutes and can be used in classrooms where there is no electricity.
The Foundation has partnered with UNHCR to bring the Instant Classroom to 12 schools
in Kenya, Tanzania and the Democratic Republic of Congo (DRC) over the next 12 months.

Each Instant Classroom is shipped in a secure and robust case that weighs 52kg and
comes equipped with a laptop, 25 tablets pre-loaded with educational software, a projector,
a speaker and a hotspot modem with 3G connectivity. The Classroom can be charged as
a single unit from one power source in 6-8 hours, after which it can be used in a
for an entire day without access to electricity.

The ongoing partnership between the Vodafone Foundation and UNHCR has already seen
the benefits of tablet-based education in refugee camps. Through the Instant Network
Schools programme it used tablets donated by Huawei to provide educational experiences
to 18,000 pupils in the Dadaab refugee settlement in Kenya. The tablet-based lessons
have proved so popular that attendance rates has improved by 15 percent on average.

It has always been the Foundation's approach to bring holistic solutions that include
power, connectivity and devices into refugee camp schools. The box, however, is being
introduced to help increase the reach of the programme and to make deployment faster
and more efficient, the Vodafone Foundation's Oisin Walton explains to WIRED.co.uk.

´We can't with the current programme meet all the needs in the refugee camps,´ he
says. ´We'd like to expand the programme and we're looking into this but we cannot
reach all the schools in the camp at the moment so to support that the box means that
you can actually bring all the equipment into a classroom where we haven't fitted
internet and power.´

The Vodafone Foundation started working in its first school in October 2013 and has
been working on the box since last summer. It took about six months to design the
box and source the equipment and the first prototype was delivered in December 2014.
´But I would say it is based on 18 months work in refugee camps,´ says Walton.
As well as improving attendance rates, Vodafone and UNHCR's efforts to introduce technology
into classrooms has encouraged children attending school not to turn up late, as if
they do they are not allowed to use the tablets, he adds. ´It's amazing to see the
impact and the excitement -- particularly in Dadaab.´

Not only are people keen to use the technology, but they are fully aware of the fact
that the skills they are learning will open up more opportunities to them. ´When you're
stuck in the camp, your opportunity to create a business or to be able to work aligns
with your potential to work with technology,´ says Walton.

The plan now, he adds ´is to deploy 12 of these kits in the next twelve months in
Congo (DRC), Kenya and Tanzania.´ All of the kits will go to new schools and the 15,000
new students the Vodafone Foundation will serve as a result should bring the total
number of children benefitting from the programme to close to 45,000.

Over the coming months the Vodafone Foundation will also be putting more emphasis
on content and training, says Walton. ´We have the technology now -- we need to create
that link between the technology and the human factor, which are the teachers and
what they're actually teaching on the ground, and that takes some time.´"

Vodafone 'Instant Classroom' is digital school in a box for refugeeshttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=8039ab20-06d7-4f51-966c-11711cec0ff0http://www.itu.int/ITU-D/sis/newslog/2015/03/16/VodafoneInstantClassroomIsDigitalSchoolInABoxForRefugees.aspx
Mon, 16 Mar 2015 21:32:07 GMT<br>
<img src="http://cdni.wired.co.uk/1920x1280/g_j/instant-classroom-3.jpg" height="178" width="268"><img src="http://cdni.wired.co.uk/1240x826/g_j/instant-classroom-2.jpg" height="178" width="265"><img src="http://cdni.wired.co.uk/1240x826/g_j/instant-classroom.jpg" height="178" width="267">
<br>
<br>
<div align="justify">The <a href="http://www.wired.co.uk/vodafone">Vodafone</a> Foundation
has unveiled a portable "Instant Classroom" that it hopes will give 15,000 child <a href="http://www.wired.co.uk/refugees">refugees</a> across <a href="http://www.wired.co.uk/africa">Africa</a> access
to tablet-based education.
<br>
<br>
The digital school in a box, which has been unveiled at Mobile World Congress in Barcelona,
can be set up in 20 minutes and can be used in classrooms where there is no electricity.
The Foundation has partnered with UNHCR to bring the Instant Classroom to 12 schools
in Kenya, Tanzania and the Democratic Republic of Congo (DRC) over the next 12 months.
<br>
<br>
Each Instant Classroom is shipped in a secure and robust case that weighs 52kg and
comes equipped with a laptop, 25 tablets pre-loaded with educational software, a projector,
a speaker and a hotspot modem with 3G connectivity. The Classroom can be charged as
a single unit from one power source in 6-8 hours, after which it can be used in a
for an entire day without access to electricity.
<br>
<br>
The ongoing partnership between the Vodafone Foundation and UNHCR has already seen
the benefits of tablet-based education in refugee camps. Through the Instant Network
Schools programme it used tablets donated by Huawei to provide educational experiences
to 18,000 pupils in the Dadaab refugee settlement in Kenya. The tablet-based lessons
have proved so popular that attendance rates has improved by 15 percent on average.
<br>
<br>
It has always been the Foundation's approach to bring holistic solutions that include
power, connectivity and devices into refugee camp schools. The box, however, is being
introduced to help increase the reach of the programme and to make deployment faster
and more efficient, the Vodafone Foundation's Oisin Walton explains to WIRED.co.uk.<br>
<br>
´We can't with the current programme meet all the needs in the refugee camps,´ he
says. ´We'd like to expand the programme and we're looking into this but we cannot
reach all the schools in the camp at the moment so to support that the box means that
you can actually bring all the equipment into a classroom where we haven't fitted
internet and power.´<br>
<br>
The Vodafone Foundation started working in its first school in October 2013 and has
been working on the box since last summer. It took about six months to design the
box and source the equipment and the first prototype was delivered in December 2014.
´But I would say it is based on 18 months work in refugee camps,´ says Walton.
<br>
As well as improving attendance rates, Vodafone and UNHCR's efforts to introduce technology
into classrooms has encouraged children attending school not to turn up late, as if
they do they are not allowed to use the tablets, he adds. ´It's amazing to see the
impact and the excitement -- particularly in Dadaab.´
<br>
<br>
Not only are people keen to use the technology, but they are fully aware of the fact
that the skills they are learning will open up more opportunities to them. ´When you're
stuck in the camp, your opportunity to create a business or to be able to work aligns
with your potential to work with technology,´ says Walton.
<br>
<br>
The plan now, he adds ´is to deploy 12 of these kits in the next twelve months in
Congo (DRC), Kenya and Tanzania.´ All of the kits will go to new schools and the 15,000
new students the Vodafone Foundation will serve as a result should bring the total
number of children benefitting from the programme to close to 45,000.
<br>
<br>
Over the coming months the Vodafone Foundation will also be putting more emphasis
on content and training, says Walton. ´We have the technology now -- we need to create
that link between the technology and the human factor, which are the teachers and
what they're actually teaching on the ground, and that takes some time.´"
<br>
<br>
(Source: <a href="http://www.wired.co.uk/news/archive/2015-03/01/vodafone-instant-classroom">WIRED.co.uk.</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=8039ab20-06d7-4f51-966c-11711cec0ff0" />ChildrenConnected SchoolsCurriculum DevelopmentDigital literacyICT in EducationICT InfrastructureRemote/Underserved Areashttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=2b348ea5-bd11-46db-b7cc-9343a11a2115http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=2b348ea5-bd11-46db-b7cc-9343a11a2115Some Other User

According to the Girl Scout Research
Institute, more than half of all girls say they dont typically consider a career
in science, technology, engineering, or math (STEM). At Cisco, we can change that
 with the help of nonprofit partners like Techbridge,
we can inspire girls to discover a passion for technology, science, and engineering.

As part of National Engineers
Week and our efforts to empower the next generation of innovators and leaders,
Cisco welcomed 30 fifth-grade girls from the Komatsu and Esperanza schools in Oakland,
California to its San Jose campus earlier today, where they took part in a wide range
of hands-on activities designed by Techbridge. Since launching in 2000, Techbridge
has expanded academic options and STEM career opportunities for underrepresented minorities
and more than 4000 girls in grades 5-12.

Shari Slate,Vice President and Chief Inclusion & Collaboration Officer at Cisco,
attended the event and talked with several of the girls.´Ciscos success has always
been driven by our culture and our employees,´ she said. ´Through programs such as
Techbridge, and with a focus on STEM, we have an opportunity to make a tremendous
difference to people, our culture, company and customers.´

Volunteers from Cisco and representatives from Techbridge joined the girls for a role
model session in the morning, sharing advice about careers in IT with the fascinated
students. After, the girls participated in two hands-on activities  a ´PB&J Robot´
exercise and a Disney-themed Code.org activity.

Making STEM fun through hands-on practice

Most people know how to make a peanut butter and jelly sandwich  grab two slices
of bread, spread peanut butter on one side, jelly on the other, then press the halves
together. It sounds easy, but not when youre trying to teach a robot how to make
the perfect sandwich.

The girls worked together in teams of 4 to create a computer ´program´ for the ´robot,´
which read and followed the instructions exactly as written. If the girls wrote ´spread
jelly on bread,´ the volunteer playing the part of the robot used their fingers
to spread the jelly on the bread.

´I learned that you have to be very specific when talking to a computer,´ one of the
girls said.

The directions needed to be clear and concise, and the girls needed to work together
to reach their common goal. The activity not only helped the girls develop communication
skills and teamwork, but taught them the basics of programming.

After the robot activity, students got the chance to put their new found programming
expertise to the test on Code.org. The nonprofit website
launched in 2013 to increase participation by women and underrepresented minorities
in computer science and STEM courses.

The girls completed one of the websites many interactive coding activities, which
are designed to make computer programming easy for any student. Their hands-on activity
involved Disneys Anna and Elsa, characters from the popular movie ´Frozen.´ Each
student used a computer to write coded instructions for the virtual Anna or Elsa,
who would take those directions and draw snowflakes on the left side of the screen.

The websites series of lessons make computer-programming fun  rather than using
text-heavy code, students manipulated puzzle pieces to write clear, simple instructions
that came to life in the form of their favorite movie characters.

At the end of the day, the girls toured Ciscos Executive Briefing Center and learned
more about Cisco TelePresence collaboration
technology. For many of the girls, the visit was their first experience with networking
technology and engineering equipment.

The hands-on activities and mentoring from employee volunteers left their mark on
the students. ´I would like to thank all the Cisco volunteers who helped us today
to learn more about coding and how cool it is to be an engineer,´ one of the students
said before leaving.

Visit Ciscos Corporate Social Responsibility website to
learn how Cisco is inspiring young women to pursue careers in STEM.

Cisco and Techbridge Inspire Girls to Discover Passion for Technologyhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=2b348ea5-bd11-46db-b7cc-9343a11a2115http://www.itu.int/ITU-D/sis/newslog/2015/03/14/CiscoAndTechbridgeInspireGirlsToDiscoverPassionForTechnology.aspx
Sat, 14 Mar 2015 21:38:25 GMT<div align="justify">
<br>
According to the <a href="http://techbridgegirls.org/index.php?id=44">Girl Scout Research
Institute</a>, more than half of all girls say they dont typically consider a career
in science, technology, engineering, or math (STEM). At Cisco, we can change that
 with the help of nonprofit partners like <a href="http://techbridgegirls.org/index.php?id=2">Techbridge</a>,
we can inspire girls to discover a passion for technology, science, and engineering.<br>
<br>
As part of <a href="http://www.discovere.org/our-programs/girl-day">National Engineers
Week</a> and our efforts to empower the next generation of innovators and leaders,
Cisco welcomed 30 fifth-grade girls from the Komatsu and Esperanza schools in Oakland,
California to its San Jose campus earlier today, where they took part in a wide range
of hands-on activities designed by Techbridge. Since launching in 2000, Techbridge
has expanded academic options and STEM career opportunities for underrepresented minorities
and more than 4000 girls in grades 5-12.<br>
<br>
<img src="http://blogs.cisco.com/wp-content/uploads/TechBridge_ShariSlate2.jpg" height="204" width="331">
<br>
<br>
Shari Slate,Vice President and Chief Inclusion &amp; Collaboration Officer at Cisco,
attended the event and talked with several of the girls.´Ciscos success has always
been driven by our culture and our employees,´ she said. ´Through programs such as
Techbridge, and with a focus on STEM, we have an opportunity to make a tremendous
difference to people, our culture, company and customers.´<br>
<br>
Volunteers from Cisco and representatives from Techbridge joined the girls for a role
model session in the morning, sharing advice about careers in IT with the fascinated
students. After, the girls participated in two hands-on activities  a ´PB&amp;J Robot´
exercise and a Disney-themed <a href="http://code.org/">Code.org</a> activity.<br>
<br>
<b>Making STEM fun through hands-on practice</b>
<br>
<br>
Most people know how to make a peanut butter and jelly sandwich  grab two slices
of bread, spread peanut butter on one side, jelly on the other, then press the halves
together. It sounds easy, but not when youre trying to teach a robot how to make
the perfect sandwich.<br>
<br>
The girls worked together in teams of 4 to create a computer ´program´ for the ´robot,´
which read and followed the instructions exactly as written. If the girls wrote ´spread
jelly on bread,´ the volunteer playing the part of the robot used their fingers
to spread the jelly on the bread.<br>
<br>
´I learned that you have to be very specific when talking to a computer,´ one of the
girls said.<br>
<br>
The directions needed to be clear and concise, and the girls needed to work together
to reach their common goal. The activity not only helped the girls develop communication
skills and teamwork, but taught them the basics of programming.<br>
<br>
After the robot activity, students got the chance to put their new found programming
expertise to the test on <a href="http://code.org/">Code.org</a>. The nonprofit website
launched in 2013 to increase participation by women and underrepresented minorities
in computer science and STEM courses.<br>
<br>
The girls completed one of the websites many interactive coding activities, which
are designed to make computer programming easy for any student. Their hands-on activity
involved Disneys Anna and Elsa, characters from the popular movie ´Frozen.´ Each
student used a computer to write coded instructions for the virtual Anna or Elsa,
who would take those directions and draw snowflakes on the left side of the screen.<br>
<br>
The websites series of lessons make computer-programming fun  rather than using
text-heavy code, students manipulated puzzle pieces to write clear, simple instructions
that came to life in the form of their favorite movie characters.<br>
<br>
At the end of the day, the girls toured Ciscos Executive Briefing Center and learned
more about Cisco <a href="http://www.cisco.com/c/en/us/solutions/collaboration/index.html">TelePresence</a> collaboration
technology. For many of the girls, the visit was their first experience with networking
technology and engineering equipment.<br>
<br>
The hands-on activities and mentoring from employee volunteers left their mark on
the students. ´I would like to thank all the Cisco volunteers who helped us today
to learn more about coding and how cool it is to be an engineer,´ one of the students
said before leaving.<br>
<br>
Visit Ciscos Corporate Social Responsibility <a href="http://csr.cisco.com/casestudy/girls-in-ict-day">website</a> to
learn how Cisco is inspiring young women to pursue careers in STEM.<br>
<br>
(Source: <a href="http://blogs.cisco.com/csr/cisco-and-techbridge-inspire-girls-to-discover-passion-for-technology">CISCO</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=2b348ea5-bd11-46db-b7cc-9343a11a2115" />CommunicationsCurriculum DevelopmentDigital literacyGenderhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=5ab46d07-f1b8-4150-ac17-7c1d95a9f3efhttp://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=5ab46d07-f1b8-4150-ac17-7c1d95a9f3efSome Other User

Airtel Kenya has connected Koinange Primary School in Nakuru
County to the internet for free.

This is part of Airtel's initiative through the Internet for Schools program that
seeks to provide data connectivity to schools across the country in an effort to support
Kenya's education system.

Over 1200 Koinange Primary School students join thousands of students across the country
who continues to benefit from free Internet connectivity from Airtel. The program
offers the students free access to the Internet, allowing them to learn better and
do more to be successful in life.

The event was graced by Nakuru County Governor Hon. Kinuthia Mbugua who acknowledged
Airtel's commitment to the development of education in the county and across the country.
´On behalf of Nakuru County, I would like to thank Airtel for this initiative that
complements the government efforts to develop the education sector. This is a clear
testimony that the company cares about the community and strives to make a positive
change,´ added Hon.

On his part, Airtel Kenya CEO Adil El Youssefi said, ´Airtel has chosen to invest
in the development of education in the country through the provision of free access
to the internet for students and living the Airtel spirit in the community.We believe
that the students of Koinange Primary school will be proud to join this free information
super highway for their own individual success and that of their communities.´

Last week, Airtel connected students in Cheptais high school (Bungoma County), Achego
girls secondary school, St. Patricks Oduwa School and God Abuoro secondary school
(Kisumu County), New Horizon College and Tadhib academy (Kilifi County) and Redeem
Gospel Church- Mothers Care Academy in Huruma, Nairobi County.

Airtel has so far connected over 60 schools across the country impacting over 50,000
students to date, with a plan to connect at least 1 million students to the internet.

School children in Nakuru (Kenya) to learn more with Airtels Free Internet for Schools programmehttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=5ab46d07-f1b8-4150-ac17-7c1d95a9f3efhttp://www.itu.int/ITU-D/sis/newslog/2015/03/14/SchoolChildrenInNakuruKenyaToLearnMoreWithAirtelsFreeInternetForSchoolsProgramme.aspx
Sat, 14 Mar 2015 21:10:36 GMT<img src="http://media.biztechafrica.com/media/images/stories/_thumbs/airtel_school_jpg_410x270_upscale_q85.jpg" height="199" width="302">
<br>
<br>
<div align="justify">Airtel Kenya has connected Koinange Primary School in Nakuru
County to the internet for free.<br>
<br>
This is part of Airtel's initiative through the Internet for Schools program that
seeks to provide data connectivity to schools across the country in an effort to support
Kenya's education system.<br>
<br>
Over 1200 Koinange Primary School students join thousands of students across the country
who continues to benefit from free Internet connectivity from Airtel. The program
offers the students free access to the Internet, allowing them to learn better and
do more to be successful in life.<br>
<br>
The event was graced by Nakuru County Governor Hon. Kinuthia Mbugua who acknowledged
Airtel's commitment to the development of education in the county and across the country.
´On behalf of Nakuru County, I would like to thank Airtel for this initiative that
complements the government efforts to develop the education sector. This is a clear
testimony that the company cares about the community and strives to make a positive
change,´ added Hon.<br>
<br>
On his part, Airtel Kenya CEO Adil El Youssefi said, ´Airtel has chosen to invest
in the development of education in the country through the provision of free access
to the internet for students and living the Airtel spirit in the community.We believe
that the students of Koinange Primary school will be proud to join this free information
super highway for their own individual success and that of their communities.´<br>
<br>
Last week, Airtel connected students in Cheptais high school (Bungoma County), Achego
girls secondary school, St. Patricks Oduwa School and God Abuoro secondary school
(Kisumu County), New Horizon College and Tadhib academy (Kilifi County) and Redeem
Gospel Church- Mothers Care Academy in Huruma, Nairobi County.<br>
<br>
Airtel has so far connected over 60 schools across the country impacting over 50,000
students to date, with a plan to connect at least 1 million students to the internet.<br>
<br>
(Source: <a href="http://www.biztechafrica.com/article/school-children-nakuru-learn-more-airtels-free-int/9830/#.VQH8zSw7et8">Biztech
Africa</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=5ab46d07-f1b8-4150-ac17-7c1d95a9f3ef" />CommunicationsConnected SchoolsCurriculum DevelopmentDigital literacyICT in Educationhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=6043c8c8-b80c-46a0-8107-4a1340417650http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=6043c8c8-b80c-46a0-8107-4a1340417650Some Other User

Globecomm announced today that it has donated desktop computers
to a school in the Tanzanian village of Selela to aid the mission of the Tanzanian
Support Foundation to help small communities become more self-sufficient in education,
healthcare, hygiene and clean water. A total of 14 computers, which were last used
for e-welfare support for military operations in Afghanistan, and associated equipment
will reach the school in 2015. The Foundation has also contracted with an organization
called Viafrica to provide installation, maintenance and training for teachers and
students.

The efforts of Globecomm and the Tanzania Suppport Foundation are matched by the Montessori
Lyceum Flevoland (MLF), a secondary school in Almere, Netherlands. A workgroup of
teachers and students from the school, calling itself ´Project S,´ has raised money
and purchased teaching materials to improve education at the Selela school. A student
group led by two teachers will travel to Selela in 2015 to give the Tanzanian students
computer lessons and familarize them with the technology.

´Globecomm is lucky to have these enthusiastic and knowledgeable partners,´ said Globecomm
CEO Keith Hall. Technology is our business and we are proud to donate the equipment
to such a good cause. The Foundation and Project S will make sure that the gift of
technology delivers on its potential.´

Globecomm was introduced to the Foundation by one of the company's employees, system
engineer Tristan Linnenbank, who is based at Globecomm Europe in the Netherlands.

´Our school is grateful for the donation of Globecomm,´ said Kitty Kill, communications
manager for the Montessori Lyceum Flevoland and a member of Project S.´ With the donation
of the computers and other devices, the students of our school will be able to help
the students in Selela get connected with the world.

Together we have been able to make the students in this small African village more
self-supportive. We teach our own students awareness and to take care of the environment.
Using pre-used computers is an excellent form of recycling and sustainability.´

Globecomm, Tanzania Support Foundation take computers to rural schoolhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=6043c8c8-b80c-46a0-8107-4a1340417650http://www.itu.int/ITU-D/sis/newslog/2015/03/14/GlobecommTanzaniaSupportFoundationTakeComputersToRuralSchool.aspx
Sat, 14 Mar 2015 21:03:00 GMT<img src="http://media.biztechafrica.com/media/images/stories/_thumbs/globecomm_jpg_410x270_upscale_q85.jpg" height="191" width="290">
<br>
<br>
<div align="justify">Globecomm announced today that it has donated desktop computers
to a school in the Tanzanian village of Selela to aid the mission of the Tanzanian
Support Foundation to help small communities become more self-sufficient in education,
healthcare, hygiene and clean water. A total of 14 computers, which were last used
for e-welfare support for military operations in Afghanistan, and associated equipment
will reach the school in 2015. The Foundation has also contracted with an organization
called Viafrica to provide installation, maintenance and training for teachers and
students.
<br>
<br>
The efforts of Globecomm and the Tanzania Suppport Foundation are matched by the Montessori
Lyceum Flevoland (MLF), a secondary school in Almere, Netherlands. A workgroup of
teachers and students from the school, calling itself ´Project S,´ has raised money
and purchased teaching materials to improve education at the Selela school. A student
group led by two teachers will travel to Selela in 2015 to give the Tanzanian students
computer lessons and familarize them with the technology.
<br>
<br>
´Globecomm is lucky to have these enthusiastic and knowledgeable partners,´ said Globecomm
CEO Keith Hall. Technology is our business and we are proud to donate the equipment
to such a good cause. The Foundation and Project S will make sure that the gift of
technology delivers on its potential.´
<br>
<br>
Globecomm was introduced to the Foundation by one of the company's employees, system
engineer Tristan Linnenbank, who is based at Globecomm Europe in the Netherlands.
<br>
<br>
´Our school is grateful for the donation of Globecomm,´ said Kitty Kill, communications
manager for the Montessori Lyceum Flevoland and a member of Project S.´ With the donation
of the computers and other devices, the students of our school will be able to help
the students in Selela get connected with the world.<br>
<br>
Together we have been able to make the students in this small African village more
self-supportive. We teach our own students awareness and to take care of the environment.
Using pre-used computers is an excellent form of recycling and sustainability.´<br>
<br>
(Source: <a href="http://www.biztechafrica.com/article/globecomm-tanzania-support-foundation-take-compute/9373/#.VQH9Jyw7et8">Biztech
Africa</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=6043c8c8-b80c-46a0-8107-4a1340417650" />ChildrenConnected SchoolsCurriculum DevelopmentDigital literacyICT in EducationICT Infrastructurehttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=398aeef3-2c14-4aa8-b036-5a8ea89625ebhttp://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=398aeef3-2c14-4aa8-b036-5a8ea89625ebSome Other User

Cisco Systems has opened its 5th Cisco Academy in Botswana, with online curricula,
virtual learning tools, instruction support as well as teacher training and professional
development opportunities.

Gratitude Kudyachete, Cisco's Regional support Centre Manager explained that Cisco
was willing to do business with Botswana so as to impart more techno-savvy solutions
to local problems. ´It is against such a background that, we are witnessing the Cisco
Academy programme being expanded in Botswana. Cisco Systems, a US-based Corporation,
arguably the biggest Network and Communications equipment and solutions vendor, conceived
the Cisco Academy programme to share its abundant intellectual capital in Computer
Networking. It started in 1997 in high schools but now finds itself anchored in secondary
and post-secondary schools, colleges, universities, and community-based organizations
in more than 165 countries.´

Kudyachete said the programme is essentially philanthropic and besides being used
in continuing education for professionals, its major focus is the disadvantaged communities
who may not access or use ICT owing to costs, lack of accessibility and infrastructure
among other factors.

He added that the Cisco Academy programme has found itself being employed in prisons,
institutions offor the disabled including the deaf, and slum areas.
He observed that if only Botswana was to improve her ICT status, the country would
be a force to reckon with. ´Besides the great initiatives, some of the challenges
evident in the Botswana ICT landscape are; low ICT use, high cost of ICT services,
low IT literacy rate, unemployment of IT graduates and low Network Readiness. In the
Cisco Academy, we believe that Botswana needs a multi-pronged approach to the challenges
that it is facing.´

The Cisco Academy programme helps address some of these challenges as it offers the
following benefits: free curricula embedded with technology tools for teaching and
learning, wide curricula  with courses from basic PC maintenance, entry level networking
to advanced networking. Rich practical component  at the core of the Programme is
the emphasis on laboratory practices with real equipment to give sough-after practical
skills, Discounted equipment  Equipment is discounted at 75% making it affordable
to many educational institutions. Alignment with industry certifications  makes the
students even more marketable as they will have global attestation to their achievements.
Flexibility in academic programmes- Besides running as standalone programme for professionals
in industry, the programme can be tightly integrated in higher education in engineering,
computer science, information systems, and related fields´

´Botswana will now have five Cisco Academies, which we hope will all be active by
end of first quarter this year. The only active academy has been the University of
Botswana from which about 2500 students have been trained since 2008 and for us this
figure is too low, we need more throughput, we need more academies,´ he implored.

On the issue of Botswana Accountancy College roping in the services of Cisco, Kudyachete
said the Cisco Academy programme is there to service and add impetus to the current
initiatives within BAC and those at national level.

´The Centre has been aptly called BAC ICT Skills Centre  to address the ICT Skills
challenge which is akin to fighting a moving target; BAC will be able to enhance the
marketability of their end product- the student who will be able to slot in into the
job market right from graduation. BAC will be able to use the Cisco academy for its
own professional development of staff members so that they are always abreast of developments
in networking and internet technologies. It will also empower some students to be
entrepreneurs who will generate jobs. BAC can partner with other ICT players and expand
the service portfolio of your community access centres; indeed the programme can be
used for a variety of community engagement programmes.´

According to president Jammeh of Gambia  ´no nation can record meaningful growth
without embracing ICT. ICT empowers one to do what they want to do, As BAC and as
a nation you have as one of those tools the Cisco Networking academy.´"

Cisco opens 5th academy in Botswana http://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=398aeef3-2c14-4aa8-b036-5a8ea89625ebhttp://www.itu.int/ITU-D/sis/newslog/2015/02/26/CiscoOpens5thAcademyInBotswana.aspx
Thu, 26 Feb 2015 22:25:57 GMT<div align="justify">
<br>
Cisco Systems has opened its 5th Cisco Academy in Botswana, with online curricula,
virtual learning tools, instruction support as well as teacher training and professional
development opportunities.<br>
<br>
Gratitude Kudyachete, Cisco's Regional support Centre Manager explained that Cisco
was willing to do business with Botswana so as to impart more techno-savvy solutions
to local problems. ´It is against such a background that, we are witnessing the Cisco
Academy programme being expanded in Botswana. Cisco Systems, a US-based Corporation,
arguably the biggest Network and Communications equipment and solutions vendor, conceived
the Cisco Academy programme to share its abundant intellectual capital in Computer
Networking. It started in 1997 in high schools but now finds itself anchored in secondary
and post-secondary schools, colleges, universities, and community-based organizations
in more than 165 countries.´<br>
<br>
Kudyachete said the programme is essentially philanthropic and besides being used
in continuing education for professionals, its major focus is the disadvantaged communities
who may not access or use ICT owing to costs, lack of accessibility and infrastructure
among other factors.<br>
<br>
He added that the Cisco Academy programme has found itself being employed in prisons,
institutions offor the disabled including the deaf, and slum areas.<br>
He observed that if only Botswana was to improve her ICT status, the country would
be a force to reckon with. ´Besides the great initiatives, some of the challenges
evident in the Botswana ICT landscape are; low ICT use, high cost of ICT services,
low IT literacy rate, unemployment of IT graduates and low Network Readiness. In the
Cisco Academy, we believe that Botswana needs a multi-pronged approach to the challenges
that it is facing.´<br>
<br>
The Cisco Academy programme helps address some of these challenges as it offers the
following benefits: free curricula embedded with technology tools for teaching and
learning, wide curricula  with courses from basic PC maintenance, entry level networking
to advanced networking. Rich practical component  at the core of the Programme is
the emphasis on laboratory practices with real equipment to give sough-after practical
skills, Discounted equipment  Equipment is discounted at 75% making it affordable
to many educational institutions. Alignment with industry certifications  makes the
students even more marketable as they will have global attestation to their achievements.
Flexibility in academic programmes- Besides running as standalone programme for professionals
in industry, the programme can be tightly integrated in higher education in engineering,
computer science, information systems, and related fields´<br>
<br>
´Botswana will now have five Cisco Academies, which we hope will all be active by
end of first quarter this year. The only active academy has been the University of
Botswana from which about 2500 students have been trained since 2008 and for us this
figure is too low, we need more throughput, we need more academies,´ he implored.<br>
<br>
On the issue of Botswana Accountancy College roping in the services of Cisco, Kudyachete
said the Cisco Academy programme is there to service and add impetus to the current
initiatives within BAC and those at national level.<br>
<br>
´The Centre has been aptly called BAC ICT Skills Centre  to address the ICT Skills
challenge which is akin to fighting a moving target; BAC will be able to enhance the
marketability of their end product- the student who will be able to slot in into the
job market right from graduation. BAC will be able to use the Cisco academy for its
own professional development of staff members so that they are always abreast of developments
in networking and internet technologies. It will also empower some students to be
entrepreneurs who will generate jobs. BAC can partner with other ICT players and expand
the service portfolio of your community access centres; indeed the programme can be
used for a variety of community engagement programmes.´<br>
<br>
According to president Jammeh of Gambia  ´no nation can record meaningful growth
without embracing ICT. ICT empowers one to do what they want to do, As BAC and as
a nation you have as one of those tools the Cisco Networking academy.´"<br>
<br>
(Source: <a href="http://www.biztechafrica.com/article/cisco-opens-5th-academy-botswana/9751/#.VO469Sz9mt8">Biztech)</a>
<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=398aeef3-2c14-4aa8-b036-5a8ea89625eb" />CommunicationsCurriculum DevelopmentDigital literacyICT in EducationYouthhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=6d033c98-c5b7-4408-8c88-193f780d9c6dhttp://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=6d033c98-c5b7-4408-8c88-193f780d9c6dSome Other User

 The GSMA today released a new report, ´Accelerating the Digital
Economy: Gender Diversity in the Telecommunications Sector´, which offers a snapshot
of the gender balance within companies across the industry. Developed by A.T. Kearney,
the study aims to provide a baseline for workforce evolution, share best practices
and support the industry in shaping workplaces that take full advantage of gender
diversity.

The rapidly evolving mobile industry is at the centre of the digital revolution and
has a huge impact on social and economic advancement. To maintain this pace of growth
and innovation, we need to match the requirements of our workforce with the opportunities
ahead,´ said Anne Bouverot, Director General, GSMA. ´This report highlights the benefits
of a balanced workforce, but also underscores that a gender gap still exists in our
industry. Now is the time for the telecommunications sector to focus on attracting
more women to avoid a shortfall in the future talent pipeline and help bridge the
gender divide.´

The report highlights that despite some advances in womens representation and progression
in the workplace, there is still significant work needed to bridge the gender gap
in the telecommunications industry. Key findings from the research show that:

- Female participation in the telecommunications workforce varies widely, ranging
from 10 per cent to 52 per cent amongst companies sampled;
- In three-quarters of telecommunications companies surveyed, women accounted for
less than 40 per cent of the workforce; and
- There are notable regional differences among sampled companies, with those in the
Americas outperforming their counterparts elsewhere in terms of female representation.

´The research highlights that every company in the telecommunications industry approaches
gender diversity from a different starting point and has different country hurdles
to overcome,´ said Dr Maria Molina, Principal, A.T. Kearney. ´The industry needs to
be more systematic and relentless in sharing and adopting best practices with a full
commitment to a diverse workforce while respecting local cultural norms and legal
obligations.´

The report finds that industry-wide collaboration and transparency, through mechanisms
such as annual indexing and sharing of best practices, will also be critical to assessing
the ongoing state of the sector and maintaining momentum.

Women in Leadership

The research findings also reveal that the gender gap becomes more pronounced with
seniority. Among those surveyed in all regions except North America, on average less
than 20 per cent of senior leadership positions are held by women. In most regions
excluding North America, the proportion of women at senior level is generally half
of those at entry level. For the African companies in the study, less than one in
10 of their senior leaders are women.

One potential explanation for the low female representation at senior levels is the
education and skills gap around science, technology, engineering and maths (STEM).
A recent report on member countries of the Organisation for Economic Co-operation
and Development (OECD) revealed that the share of women with science and engineering
degrees was only 38 per cent and 25 per cent respectively.

Benefits of Gender-Diverse Workforces

Over the years, substantial research has shown that companies with a healthy, gender-diverse
workforce are better able to innovate and outperform competition. Studies reveal that
gender-diverse organisations are 45 per cent more likely to improve market share,
achieve 53 per cent higher returns on equity and are 70 per cent more likely to report
successfully capturing new markets.

In addition to the financial benefits, other advantages of a diverse workforce include
the impact on the business-to-consumer (B2C) and business-to-business (B2B) segments
of the market. While most companies target women as end users, few effectively leverage
female talent to identify what these end users want and need. However, companies that
employ women in the workplace can improve the likelihood of success for new products
and services by 144 per cent.

Addressing the Digital Gender Divide

In order to support the industry in its efforts to move towards a more equitable gender
balance, the report highlights best practices across the employee journey, such
as:

- Awareness and outreach programmes to equip young girls and women with the skills
and inspiration needed to pursue a career in STEM and relevant qualifications;
- Tailored job descriptions, gender-balanced applicant quotas and balanced recruitment
panels;
- Initiatives perceived as added value for both men and women, such as flexible working
arrangements;
- Formal succession planning, sponsoring mentor programmes, unconscious-bias training
and gender-specific training; and
- Returnships (return-to-work internships) and phase-back programmes to fill the talent
pipelines, particularly at management levels.

The report highlights a number of existing initiatives designed to address the gender
gap in the ICT sector. For example, through the #InspireHerMind campaign and Girls
Who Code camp, the Verizon Foundation is making progress in altering stereotypes and
equipping schoolchildren with the inspiration and skills they need to pursue a career
in STEM. Intel also recently announced that it plans to invest US $300 million to
help build a talent pipeline with a goal to achieve full representation of women and
under-represented minorities by 2020.

However, whilst the initiatives and implementation of good practices are crucial,
the report finds that a holistic strategy focused on transforming company culture
and mindset is essential to workplace evolution. The GSMAs Connected Women programme
supports cultivating wider change and promotes the greater inclusion of women across
the mobile industry, as consumers, employees and leaders.

´Corporate culture plays an important role in any existing gender imbalance. However,
governments and policymakers, alongside industry stakeholders, should also play their
part in creating sustainable gender diversity in vibrant sectors such as telecommunications,´
continued Bouverot. ´Ultimately we need to work together to mobilise more women to
recognise the myriad opportunities for their talents in the mobile and ICT industry.´

New GSMA Report examines gender diversity in the Telecommunications sector http://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=6d033c98-c5b7-4408-8c88-193f780d9c6dhttp://www.itu.int/ITU-D/sis/newslog/2015/02/26/NewGSMAReportExaminesGenderDiversityInTheTelecommunicationsSector.aspx
Thu, 26 Feb 2015 22:22:20 GMT<br>
<img src="http://www.gsma.com/newsroom/wp-content/uploads//650-accelerating-digital-eco.jpg" height="186" width="378">
<br>
<br>
<div align="justify"> The GSMA today released a new report, ´Accelerating the Digital
Economy: Gender Diversity in the Telecommunications Sector´, which offers a snapshot
of the gender balance within companies across the industry. Developed by A.T. Kearney,
the study aims to provide a baseline for workforce evolution, share best practices
and support the industry in shaping workplaces that take full advantage of gender
diversity.
<br>
<br>
The rapidly evolving mobile industry is at the centre of the digital revolution and
has a huge impact on social and economic advancement. To maintain this pace of growth
and innovation, we need to match the requirements of our workforce with the opportunities
ahead,´ said Anne Bouverot, Director General, GSMA. ´This report highlights the benefits
of a balanced workforce, but also underscores that a gender gap still exists in our
industry. Now is the time for the telecommunications sector to focus on attracting
more women to avoid a shortfall in the future talent pipeline and help bridge the
gender divide.´<br>
<br>
The report highlights that despite some advances in womens representation and progression
in the workplace, there is still significant work needed to bridge the gender gap
in the telecommunications industry. Key findings from the research show that:<br>
<br>
- Female participation in the telecommunications workforce varies widely, ranging
from 10 per cent to 52 per cent amongst companies sampled;
<br>
- In three-quarters of telecommunications companies surveyed, women accounted for
less than 40 per cent of the workforce; and
<br>
- There are notable regional differences among sampled companies, with those in the
Americas outperforming their counterparts elsewhere in terms of female representation.
<br>
<br>
´The research highlights that every company in the telecommunications industry approaches
gender diversity from a different starting point and has different country hurdles
to overcome,´ said Dr Maria Molina, Principal, A.T. Kearney. ´The industry needs to
be more systematic and relentless in sharing and adopting best practices with a full
commitment to a diverse workforce while respecting local cultural norms and legal
obligations.´<br>
<br>
The report finds that industry-wide collaboration and transparency, through mechanisms
such as annual indexing and sharing of best practices, will also be critical to assessing
the ongoing state of the sector and maintaining momentum.<br>
<br>
<b>Women in Leadership</b>
<br>
<br>
The research findings also reveal that the gender gap becomes more pronounced with
seniority. Among those surveyed in all regions except North America, on average less
than 20 per cent of senior leadership positions are held by women. In most regions
excluding North America, the proportion of women at senior level is generally half
of those at entry level. For the African companies in the study, less than one in
10 of their senior leaders are women.<br>
<br>
One potential explanation for the low female representation at senior levels is the
education and skills gap around science, technology, engineering and maths (STEM).
A recent report on member countries of the Organisation for Economic Co-operation
and Development (OECD) revealed that the share of women with science and engineering
degrees was only 38 per cent and 25 per cent respectively.<br>
<br>
<b>Benefits of Gender-Diverse Workforces</b>
<br>
<br>
Over the years, substantial research has shown that companies with a healthy, gender-diverse
workforce are better able to innovate and outperform competition. Studies reveal that
gender-diverse organisations are 45 per cent more likely to improve market share,
achieve 53 per cent higher returns on equity and are 70 per cent more likely to report
successfully capturing new markets.
<br>
<br>
In addition to the financial benefits, other advantages of a diverse workforce include
the impact on the business-to-consumer (B2C) and business-to-business (B2B) segments
of the market. While most companies target women as end users, few effectively leverage
female talent to identify what these end users want and need. However, companies that
employ women in the workplace can improve the likelihood of success for new products
and services by 144 per cent.<br>
<br>
<b>Addressing the Digital Gender Divide</b>
<br>
<br>
In order to support the industry in its efforts to move towards a more equitable gender
balance, the report highlights best practices across the employee journey, such
as:<br>
<br>
- Awareness and outreach programmes to equip young girls and women with the skills
and inspiration needed to pursue a career in STEM and relevant qualifications;
<br>
- Tailored job descriptions, gender-balanced applicant quotas and balanced recruitment
panels;
<br>
- Initiatives perceived as added value for both men and women, such as flexible working
arrangements;
<br>
- Formal succession planning, sponsoring mentor programmes, unconscious-bias training
and gender-specific training; and
<br>
- Returnships (return-to-work internships) and phase-back programmes to fill the talent
pipelines, particularly at management levels.
<br>
<br>
The report highlights a number of existing initiatives designed to address the gender
gap in the ICT sector. For example, through the #InspireHerMind campaign and Girls
Who Code camp, the Verizon Foundation is making progress in altering stereotypes and
equipping schoolchildren with the inspiration and skills they need to pursue a career
in STEM. Intel also recently announced that it plans to invest US $300 million to
help build a talent pipeline with a goal to achieve full representation of women and
under-represented minorities by 2020.
<br>
<br>
However, whilst the initiatives and implementation of good practices are crucial,
the report finds that a holistic strategy focused on transforming company culture
and mindset is essential to workplace evolution. The GSMAs Connected Women programme
supports cultivating wider change and promotes the greater inclusion of women across
the mobile industry, as consumers, employees and leaders.<br>
<br>
´Corporate culture plays an important role in any existing gender imbalance. However,
governments and policymakers, alongside industry stakeholders, should also play their
part in creating sustainable gender diversity in vibrant sectors such as telecommunications,´
continued Bouverot. ´Ultimately we need to work together to mobilise more women to
recognise the myriad opportunities for their talents in the mobile and ICT industry.´<br>
<br>
To access the report please visit: <a href="www.gsma.com/gender-diversity">www.gsma.com/gender-diversity</a>.
<br>
<br>
(Source <a href="http://www.gsma.com/newsroom/press-release/gender-diversity-in-the-telecommunications-sector/">GSMA</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=6d033c98-c5b7-4408-8c88-193f780d9c6d" />CommunicationsCurriculum DevelopmentDigital literacyGenderYouthhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=cd1b457e-a33d-4981-8507-d618f947d569http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=cd1b457e-a33d-4981-8507-d618f947d569Some Other User

Heres a bit of good news from Telecentre Foundation (TCF) --
were bringing our Entrepreneurship and ICTs course directly to communities across
the globe!

TCF, through its training arm Telecentre
Academy (TCA), is launching a new opportunity for telecentres, libraries and other
ICT access points to transform their centers into training outlets for innovation
and entrepreneurship. Under this new program, TCA will make its ´Introduction to Entrepreneurship
and ICTs´ course available to all interested centers so that they can locally and
regularly offer it to their respective communities either online or on site. They
will also be granted access to other training options, technology, as well as support
in the delivery of other training services.

By joining this initiative, telecentres, libraries and other ICT access points that
will register as partner centers will be able to expand their impact and relevance
to the communities they serve. They will also gain exclusive access to content and
certification that will help create new opportunities for both the center and the
community.

By launching this program, TCF seeks to increase impact by making the course, which
comes in English and Spanish versions, readily available to as many people in as many
countries as possible. TCF hopes to accomplish this by tapping different centers worldwide
to serve as training delivery channels.

Interested parties must fill out this form before
February 28, 2015. For more information about the program, click here.

Join us in creating new opportunities for communities worldwide through entrepreneurial
initiatives!

TCFs Entrepreneurship for Telecentres Program to empower communities worldwide through entrepreneurial initiativeshttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=cd1b457e-a33d-4981-8507-d618f947d569http://www.itu.int/ITU-D/sis/newslog/2015/02/26/TCFsEntrepreneurshipForTelecentresProgramToEmpowerCommunitiesWorldwideThroughEntrepreneurialInitiatives.aspx
Thu, 26 Feb 2015 21:40:09 GMT<br>
<img src="http://api.ning.com/files/TL-la4qMC-1xbIsSUCfVwEy3GnqgJw4MbhoFoMVhL0MbyPwwsUikVSNSLXxps-HujkdmJ1y2f6PwiLC9o-8S3LIc0eOdubxf/Enttrepreneurship4Telecentres.jpg?width=750" height="194" width="387">
<br>
<br>
<div align="justify">Heres a bit of good news from Telecentre Foundation (TCF) --
were bringing our Entrepreneurship and ICTs course directly to communities across
the globe!<br>
<br>
TCF, through its training arm <a href="http://www.telecentre.org/academy/">Telecentre
Academy (TCA)</a>, is launching a new opportunity for telecentres, libraries and other
ICT access points to transform their centers into training outlets for innovation
and entrepreneurship. Under this new program, TCA will make its ´Introduction to Entrepreneurship
and ICTs´ course available to all interested centers so that they can locally and
regularly offer it to their respective communities either online or on site. They
will also be granted access to other training options, technology, as well as support
in the delivery of other training services.<br>
<br>
By joining this initiative, telecentres, libraries and other ICT access points that
will register as partner centers will be able to expand their impact and relevance
to the communities they serve. They will also gain exclusive access to content and
certification that will help create new opportunities for both the center and the
community.<br>
<br>
By launching this program, TCF seeks to increase impact by making the course, which
comes in English and Spanish versions, readily available to as many people in as many
countries as possible. TCF hopes to accomplish this by tapping different centers worldwide
to serve as training delivery channels.<br>
<br>
Interested parties must fill out this <a href="http://academy.fundacionesplai.org.s228-57.furanet.com/limesurvey/index.php/993178/lang-en">form</a> before
February 28, 2015. For more information about the program, click <a href="http://www.telecentre.org/academy/promoting-entrepreneurship-in-your-community/">here</a>.<br>
<br>
Join us in creating new opportunities for communities worldwide through entrepreneurial
initiatives!<br>
<br>
(Source: <a href="http://community.telecentre.org/profiles/blogs/tcf-s-entrepreneurship-for-telecentres-program-to-empower-communi">TCF</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=cd1b457e-a33d-4981-8507-d618f947d569" />CommunicationsCurriculum DevelopmentDigital literacyEmployment and entrepreneurshipICT in Educationhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=cc8642ca-f5e0-4b1b-8c43-6a1998d4f035http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=cc8642ca-f5e0-4b1b-8c43-6a1998d4f035Some Other User

"Children should be taught ´digital literacy´ as a core skill
alongside maths and English, a report by a House of Lords committee says. Computer
technology brings ´huge opportunities for the UK, but also significant risks´, the
Lords Digital Skills Committee warns.

The internet should be viewed as a utility service, alongside water and electricity,
it says. But without action, the UK may fall behind in the new digital era.

'Ambitious approach'
The reports says:

No child should leave school without basic digital literacy

Universities should ensure all graduates are ´digitally competent´

Apprenticeships should have a greater emphasis on digital skills

The committee calls for action to give teachers in England the confidence and skills
to deliver the new computing curriculum, otherwise ´inconsistent teacher training"
risks letting pupils down.

In particular, a ´paucity´ of women in digital careers and in science, technology,
engineering and mathematics generally risks holding back UK competitiveness, the report
says.

´Girls have to be engaged earlier and across all education levels´ and the perception
of these jobs as ´male-oriented´ must be addressed, it adds. The report says 35% of
current jobs in the UK could be automated within 20 years.

It urges an ambitious approach to secure the UK's digital economy, with the government
acting as the "conductor of the orchestra", focusing on business and education.
´We are at a tipping point,´ it says.

´Digital businesses can locate anywhere in the world, and if we fail to provide the
right conditions for them to flourish in the UK, we will become a branch economy,
much less prosperous and influential than we could be.´

A digital divide persists in the UK, with some six million citizens never having used
the internet and 9.5 million lacking adequate digital skills, partly because they
have been ´poorly served at school´, the report warns.

In particular, it says, a shortage of medium and high-level digital skills ´needs
immediate attention´ if the UK is to remain globally competitive. It urges action
at all levels of the ´talent pipeline - primary, secondary, further and higher education´.

'Wake-up call'

Baroness Morgan of Huyton, who chairs the committee, called the report a ´wake-up
call" to whomever forms the next government. Its recommendations would entail a ´radical
rethink´ of education for people of all ages, said Lady Morgan, the former chairwoman
of Ofsted. She said: ´From an early age, we need to give digital literacy as much
importance as numeracy and literacy.

´While we welcome the introduction of the computing curriculum, we are concerned about
the ability of teachers to deliver it - with more than half of our IT teachers not
having a post-A-level qualification relevant to IT.

´At the higher education level, there is an urgent need for industry input, so that
graduates are learning job-relevant digital skills.´

Lady Morgan also said it was unacceptable that some urban areas still lacked mobile
or broadband coverage.

'Options limited'

Valerie Thompson, chief executive of the e-Learning Foundation, particularly welcomed
the report's emphasis on the need to ensure all children had access to the internet.
"Digital skills are an enabler across the curriculum, but there are real issues of
access for poorer children," she said.

Too many families did not have the internet at home, said Ms Thompson. ´And if your
mum and dad are not comfortable with the internet, the options for you to be a comfortable
internet user when you leave school are limited.´

Ms Thompson said schools needed more resources for computers and broadband to allow
students online access for every subject.

A Department for Education spokeswoman said it was vital to ensure young people had
the skills and knowledge to ´secure jobs in our country's burgeoning tech industry´.
She said: ´To achieve that, we have redesigned our national curriculum to be the world
leader in computing, meaning young people in England will start learning the basics
of coding from age five.

´We have also provided £3.6m to make sure teachers have the confidence and knowledge
to teach this new curriculum and are engaging leading technology companies to support
schools in delivering it.´"

Digital skills should be core subjects, says report http://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=cc8642ca-f5e0-4b1b-8c43-6a1998d4f035http://www.itu.int/ITU-D/sis/newslog/2015/02/19/DigitalSkillsShouldBeCoreSubjectsSaysReport.aspx
Thu, 19 Feb 2015 22:26:56 GMT<img src="http://news.bbcimg.co.uk/media/images/81059000/jpg/_81059435_computergirls.jpg" height="173" width="308">
<br>
<br>
<div align="justify">"Children should be taught ´digital literacy´ as a core skill
alongside maths and English, a report by a House of Lords committee says. Computer
technology brings ´huge opportunities for the UK, but also significant risks´, the
Lords Digital Skills Committee warns.
<br>
<br>
The internet should be viewed as a utility service, alongside water and electricity,
it says. But without action, the UK may fall behind in the new digital era.<br>
<br>
<b>'Ambitious approach' </b>
<br>
The reports says:<br>
<ul>
<li>
No child should leave school without basic digital literacy
</li>
</ul>
<ul>
<li>
Universities should ensure all graduates are ´digitally competent´</li>
</ul>
<ul>
<li>
Apprenticeships should have a greater emphasis on digital skills
</li>
</ul>
<br>
The committee calls for action to give teachers in England the confidence and skills
to deliver the new computing curriculum, otherwise ´inconsistent teacher training"
risks letting pupils down.
<br>
<br>
In particular, a ´paucity´ of women in digital careers and in science, technology,
engineering and mathematics generally risks holding back UK competitiveness, the report
says.
<br>
<br>
´Girls have to be engaged earlier and across all education levels´ and the perception
of these jobs as ´male-oriented´ must be addressed, it adds. The report says 35% of
current jobs in the UK could be automated within 20 years.
<br>
<br>
It urges an ambitious approach to secure the UK's digital economy, with the government
acting as the "conductor of the orchestra", focusing on business and education.
<br>
´We are at a tipping point,´ it says.
<br>
<br>
´Digital businesses can locate anywhere in the world, and if we fail to provide the
right conditions for them to flourish in the UK, we will become a branch economy,
much less prosperous and influential than we could be.´
<br>
<br>
A digital divide persists in the UK, with some six million citizens never having used
the internet and 9.5 million lacking adequate digital skills, partly because they
have been ´poorly served at school´, the report warns.
<br>
<br>
In particular, it says, a shortage of medium and high-level digital skills ´needs
immediate attention´ if the UK is to remain globally competitive. It urges action
at all levels of the ´talent pipeline - primary, secondary, further and higher education´.
<br>
<br>
<b>'Wake-up call' </b>
<br>
<br>
Baroness Morgan of Huyton, who chairs the committee, called the report a ´wake-up
call" to whomever forms the next government. Its recommendations would entail a ´radical
rethink´ of education for people of all ages, said Lady Morgan, the former chairwoman
of Ofsted. She said: ´From an early age, we need to give digital literacy as much
importance as numeracy and literacy.<br>
<br>
´While we welcome the introduction of the computing curriculum, we are concerned about
the ability of teachers to deliver it - with more than half of our IT teachers not
having a post-A-level qualification relevant to IT.<br>
<br>
´At the higher education level, there is an urgent need for industry input, so that
graduates are learning job-relevant digital skills.´<br>
<br>
Lady Morgan also said it was unacceptable that some urban areas still lacked mobile
or broadband coverage.
<br>
<br>
<b>'Options limited' </b>
<br>
<br>
Valerie Thompson, chief executive of the e-Learning Foundation, particularly welcomed
the report's emphasis on the need to ensure all children had access to the internet.
"Digital skills are an enabler across the curriculum, but there are real issues of
access for poorer children," she said.<br>
<br>
Too many families did not have the internet at home, said Ms Thompson. ´And if your
mum and dad are not comfortable with the internet, the options for you to be a comfortable
internet user when you leave school are limited.´<br>
<br>
Ms Thompson said schools needed more resources for computers and broadband to allow
students online access for every subject.
<br>
<br>
A Department for Education spokeswoman said it was vital to ensure young people had
the skills and knowledge to ´secure jobs in our country's burgeoning tech industry´.
She said: ´To achieve that, we have redesigned our national curriculum to be the world
leader in computing, meaning young people in England will start learning the basics
of coding from age five.
<br>
<br>
´We have also provided £3.6m to make sure teachers have the confidence and knowledge
to teach this new curriculum and are engaging leading technology companies to support
schools in delivering it.´"<br>
<br>
(Source: <a href="http://www.bbc.com/news/education-31501917">BBC News</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=cc8642ca-f5e0-4b1b-8c43-6a1998d4f035" />ChildrenCommunicationsDigital literacyGenderICT in EducationYouthhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=a8999489-4ba6-4934-9df5-aafa99efce56http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=a8999489-4ba6-4934-9df5-aafa99efce56Some Other User

There is a digital divide between nations-between the developed and developing nations
and between the developing and underdeveloped nations of the world, and within a nation
there is a divide between the urban and rural areas. This divide exists between the
urban or city dwellers, and dwellers of rural communities, and there also exists a
divide between the corporate world and the academia hence over 90 percent of fresh
graduates find it difficult to blend with the digital demands of the corporate class
when they graduate.

As part of its deliberate digital inclusion policy to address digital divides across
a broad spectrum of the society generally and the school system in particular, the
Nigerian Communications Commission (NCC) recently took digital dividends to some institutions
of higher learning in the country.

The commission through the Advanced Digital Awareness Programme for Tertiary Institutions
(ADAPTI) has been able to empower several of these higher institutions with the donation
of digital centres, computer laboratories fitted with laptops and internet connectivity
and generating sets. Secondary schools benefited through the Digital Awareness Programme
(DAP). DAP ensures that teachers are empowered first to pass knowledge to the students.
DAP promotes hands-on digital empowerment by creating an environment where students
have direct knowledge of usage of computers and ICTs in support of their studies.

Some of the schools that benefitted from the digital dividends include the Ekiti State
University, Ado Ekiti; The Polytechnic, Ibadan; Imo State Polytechnic, Umuagwo; Federal
Polytechnic Nekede; Ahmadu Bello University, Zaria; University of Benin; Government
Junior Secondary School, Jabi, Abuja; Katsina State College, Katsina and Government
Secondary School Dan Musa, Katsina State.

Making these donations to the benefiting schools, the Executive Vice Chairman of the
NCC, Dr Eugene Juwah, explained that the commission identified the gap in ICT services
early enough and opted to cushion these needs by taking services, equipment and infrastructure
to these centres of learning.

At the Ekiti State University, Ado Ekiti, Juwah represented by the director of policy
competition and economic analysis department, Ms Josephine Amuwa, said the commission
was out to put smiles on the faces of students and the school system.

He said one of the core functions of the NCC was the implementation of programmes
and plans that promote the development of the communications industry, adding in order
to achieve this, the NCC had implemented several capacity building initiatives to
enhance the knowledge base of the participants in the telecoms industry in the countrya.
Some of these initiatives include the establishment of the Digital Bridge Institute
in 2004 in order to contribute to the creation of knowledge-based information society
in Africa, through human resource capacity building in the Information and Communications
Technology (ICT) sector.

He said the commission in 2005 also established the NCC library for use of researchers
and undergraduate students of various tertiary institutions across the country, adding
the commission started the ADAPTI programme in Ekiti State University, which falls
within the South West region, because it had not benefitted from the national books
donation initiative of the commission since its inception.

Flagging off the ADAPTI project in The Polytechnic, Ibadan, Oyo State, where 110 laptops
were commissioned, Juwah represented by the NCC zonal coordinator in Ibadan, Mr. Banji
Ojo, said the commission was striving to bridge the digital divide in the academia
through the provision of computers to equip the lecturers and also to improve the
skills of the students. He said the institution was among the 52 beneficiaries of
the project, adding more than 222 institutions of higher learning across the country
had so far benefitted from ADAPTI since it began in 2008.

He said: ´The key objectives of these programmes is to prepare the nation for a digital
tomorrow and equip the youth with the necessary skills to tap into the potentials
of the digital age and in the case of ADAPTI, it is aimed at improving the resource
persons in the process of impacting knowledge, and we, at the commission, are committed
to assisting the nation in the quest for ICT penetration through ADAPTI.´

A statement by NCCs director of public affairs, Mr Tony Ojobo, said the programmes
were designed to address the digital information knowledge gap in the country especially
among the teeming youthful population.

The statement read in part: ´The strategy in this programme is to expose schools and
colleges to Information and Communications Technology (ICT) awareness, usage and application
by facilitating access to ICT tools.

Under the project, selected institutions of learning spread across the country are
equipped with computer laboratories fully installed with internet facilities and their
teachers exposed to ICT training in order to equip them to teach their students.

´By the last count, the DAP Project has supported 229 secondary schools across the
six geopolitical zones of Nigeria, including the Federal Capital Territory with the
provision of twenty one (21) desktop computers, Local Area Network, printers, scanners,
VSAT dish and deployment of one year bandwidth subscription for Internet access. These
facilities are complemented with standby generators and a special accommodation built
for that purpose, thus aggregating everything into a fully kitted computer laboratory.
The programme also entails human capacity building and managerial training for key
personnel in charge of the centres from the beneficiary institutions.´

Nigeria: Promoting Digital Inclusion In Schools Through ADAPTI, DAP Programmeshttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=a8999489-4ba6-4934-9df5-aafa99efce56http://www.itu.int/ITU-D/sis/newslog/2015/02/19/NigeriaPromotingDigitalInclusionInSchoolsThroughADAPTIDAPProgrammes.aspx
Thu, 19 Feb 2015 20:06:50 GMT<div align="justify">
<br>
There is a digital divide between nations-between the developed and developing nations
and between the developing and underdeveloped nations of the world, and within a nation
there is a divide between the urban and rural areas. This divide exists between the
urban or city dwellers, and dwellers of rural communities, and there also exists a
divide between the corporate world and the academia hence over 90 percent of fresh
graduates find it difficult to blend with the digital demands of the corporate class
when they graduate.<br>
<br>
As part of its deliberate digital inclusion policy to address digital divides across
a broad spectrum of the society generally and the school system in particular, the
Nigerian Communications Commission (NCC) recently took digital dividends to some institutions
of higher learning in the country.<br>
<br>
The commission through the Advanced Digital Awareness Programme for Tertiary Institutions
(ADAPTI) has been able to empower several of these higher institutions with the donation
of digital centres, computer laboratories fitted with laptops and internet connectivity
and generating sets. Secondary schools benefited through the Digital Awareness Programme
(DAP). DAP ensures that teachers are empowered first to pass knowledge to the students.
DAP promotes hands-on digital empowerment by creating an environment where students
have direct knowledge of usage of computers and ICTs in support of their studies.<br>
<br>
Some of the schools that benefitted from the digital dividends include the Ekiti State
University, Ado Ekiti; The Polytechnic, Ibadan; Imo State Polytechnic, Umuagwo; Federal
Polytechnic Nekede; Ahmadu Bello University, Zaria; University of Benin; Government
Junior Secondary School, Jabi, Abuja; Katsina State College, Katsina and Government
Secondary School Dan Musa, Katsina State.<br>
<br>
Making these donations to the benefiting schools, the Executive Vice Chairman of the
NCC, Dr Eugene Juwah, explained that the commission identified the gap in ICT services
early enough and opted to cushion these needs by taking services, equipment and infrastructure
to these centres of learning.<br>
<br>
At the Ekiti State University, Ado Ekiti, Juwah represented by the director of policy
competition and economic analysis department, Ms Josephine Amuwa, said the commission
was out to put smiles on the faces of students and the school system.<br>
<br>
He said one of the core functions of the NCC was the implementation of programmes
and plans that promote the development of the communications industry, adding in order
to achieve this, the NCC had implemented several capacity building initiatives to
enhance the knowledge base of the participants in the telecoms industry in the countrya.
Some of these initiatives include the establishment of the Digital Bridge Institute
in 2004 in order to contribute to the creation of knowledge-based information society
in Africa, through human resource capacity building in the Information and Communications
Technology (ICT) sector.<br>
<br>
He said the commission in 2005 also established the NCC library for use of researchers
and undergraduate students of various tertiary institutions across the country, adding
the commission started the ADAPTI programme in Ekiti State University, which falls
within the South West region, because it had not benefitted from the national books
donation initiative of the commission since its inception.<br>
<br>
Flagging off the ADAPTI project in The Polytechnic, Ibadan, Oyo State, where 110 laptops
were commissioned, Juwah represented by the NCC zonal coordinator in Ibadan, Mr. Banji
Ojo, said the commission was striving to bridge the digital divide in the academia
through the provision of computers to equip the lecturers and also to improve the
skills of the students. He said the institution was among the 52 beneficiaries of
the project, adding more than 222 institutions of higher learning across the country
had so far benefitted from ADAPTI since it began in 2008.<br>
<br>
He said: ´The key objectives of these programmes is to prepare the nation for a digital
tomorrow and equip the youth with the necessary skills to tap into the potentials
of the digital age and in the case of ADAPTI, it is aimed at improving the resource
persons in the process of impacting knowledge, and we, at the commission, are committed
to assisting the nation in the quest for ICT penetration through ADAPTI.´<br>
<br>
A statement by NCCs director of public affairs, Mr Tony Ojobo, said the programmes
were designed to address the digital information knowledge gap in the country especially
among the teeming youthful population.<br>
<br>
The statement read in part: ´The strategy in this programme is to expose schools and
colleges to Information and Communications Technology (ICT) awareness, usage and application
by facilitating access to ICT tools.<br>
<br>
Under the project, selected institutions of learning spread across the country are
equipped with computer laboratories fully installed with internet facilities and their
teachers exposed to ICT training in order to equip them to teach their students.<br>
<br>
´By the last count, the DAP Project has supported 229 secondary schools across the
six geopolitical zones of Nigeria, including the Federal Capital Territory with the
provision of twenty one (21) desktop computers, Local Area Network, printers, scanners,
VSAT dish and deployment of one year bandwidth subscription for Internet access. These
facilities are complemented with standby generators and a special accommodation built
for that purpose, thus aggregating everything into a fully kitted computer laboratory.
The programme also entails human capacity building and managerial training for key
personnel in charge of the centres from the beneficiary institutions.´<br>
<br>
(Source: <a href="http://leadership.ng/news/412137/promoting-digital-inclusion-in-schools-through-adapti-dap-programmes">Leadirship
Newspaper</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=a8999489-4ba6-4934-9df5-aafa99efce56" />CommunicationsCurriculum DevelopmentDigital literacyICT in EducationTeacher Traininghttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=5c45943c-1fe1-44c7-84c8-9fc3e11f34b2http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=5c45943c-1fe1-44c7-84c8-9fc3e11f34b2Some Other User

On March 2015, the first SparkLab in Latin America will open
its doors to local micro-entrepreneurs and young talents of Huechuraba district in
Santiago, a unique area of the city that unites one of Chiles largest concentrations
of corporate headquarters (national and international companies) and home to one of
the most vulnerable and underserved neighborhoods in Chiles capital.

SparkLab Chile aims to become a progressive ´Center for Innovation, Technology for
Employment, and Entrepreneurship´, financially supported by the Ministry of Social
Development. SparkLab Chile is one of the initiatives selected by the Ministry under
´Chile de Todos y Todas´ program. The project will be managed and implemented by CDI
Chile, an international NGO with more than 20 years of experience in bringing
technology to the most remote and vulnerable areas in the LATAM region.

Today, SparkLab Chile is building a series of strategic partnerships with many local
organizations including the Huechuraba´s Labor Department, the City Council, and the
training and small enterprise programs to strengthen Huechurabas employment opportunities
for the local youth and the unemployed. In late March, Telecentre Foundation (TCF)
will lead the necessary training for local partners, providing access and support
to technology package and content included in the SparkLab model, in addition to linkages
with best practices and the leadership team of SparkLab Barcelona and Cairo.

SparkLab Chile will have the close support of Fundación País Digital, a well known
ICT for Development organization in charge of the assessment and promotion of the
SparkLab Chile initiative. Local Chilean stakeholders will work closely with TCF and
Generalitat de Catalonia, creators of the SparkLab model.

Huechuraba's SparkLab's main objective is to develop a co-working and training facility
that nurtures and empowers innovation and collaboration, allowing multi-stakeholder
participation (community, local government and businesses) to foster new and advanced
applications of ICT resources to improve the skills and employability of the youth,
women and adults at the Huechuraba district and, in this way, create a new layer of
local entrepreneurs and small local businesses.

Chile becomes 1st country in LATAM to adopt SparkLab modelhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=5c45943c-1fe1-44c7-84c8-9fc3e11f34b2http://www.itu.int/ITU-D/sis/newslog/2015/02/19/ChileBecomes1stCountryInLATAMToAdoptSparkLabModel.aspx
Thu, 19 Feb 2015 16:39:29 GMT<img src="http://api.ning.com/files/ScDfzDGFdfprt5UqIER1h8Cu-EFrfVma2klxZPJxF2-7Nw1CGkkKQeeGQIclW3-celNK9E6VVVmFcGuXRRc4V1aYG43SulfS/CDIChile_SparkLab.jpg" height="218" width="327">
<br>
<br>
<div align="justify">On March 2015, the first SparkLab in Latin America will open
its doors to local micro-entrepreneurs and young talents of Huechuraba district in
Santiago, a unique area of the city that unites one of Chiles largest concentrations
of corporate headquarters (national and international companies) and home to one of
the most vulnerable and underserved neighborhoods in Chiles capital.
<br>
<br>
SparkLab Chile aims to become a progressive ´Center for Innovation, Technology for
Employment, and Entrepreneurship´, financially supported by the Ministry of Social
Development. SparkLab Chile is one of the initiatives selected by the Ministry under
´Chile de Todos y Todas´ program. The project will be managed and implemented by <a href="http://www.cdichile.org/">CDI
Chile</a>, an international NGO with more than 20 years of experience in bringing
technology to the most remote and vulnerable areas in the LATAM region.<br>
<br>
Today, SparkLab Chile is building a series of strategic partnerships with many local
organizations including the Huechuraba´s Labor Department, the City Council, and the
training and small enterprise programs to strengthen Huechurabas employment opportunities
for the local youth and the unemployed. In late March, Telecentre Foundation (TCF)
will lead the necessary training for local partners, providing access and support
to technology package and content included in the SparkLab model, in addition to linkages
with best practices and the leadership team of SparkLab Barcelona and Cairo.<br>
<br>
SparkLab Chile will have the close support of Fundación País Digital, a well known
ICT for Development organization in charge of the assessment and promotion of the
SparkLab Chile initiative. Local Chilean stakeholders will work closely with TCF and
Generalitat de Catalonia, creators of the SparkLab model.<br>
<br>
Huechuraba's SparkLab's main objective is to develop a co-working and training facility
that nurtures and empowers innovation and collaboration, allowing multi-stakeholder
participation (community, local government and businesses) to foster new and advanced
applications of ICT resources to improve the skills and employability of the youth,
women and adults at the Huechuraba district and, in this way, create a new layer of
local entrepreneurs and small local businesses.<br>
<br>
(Source: <a href="http://community.telecentre.org/profiles/blogs/chile-becomes-1st-country-in-latam-to-adopt-sparklab-model">TCF</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=5c45943c-1fe1-44c7-84c8-9fc3e11f34b2" />CommunicationsCurriculum DevelopmentDigital literacyEmployment and entrepreneurshiphttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=7a954c02-1cfd-4377-a88d-9a9cef5d3461http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=7a954c02-1cfd-4377-a88d-9a9cef5d3461Some Other User

A group of leading ICT For Education Development (ICT4ED) organisations
have formed an alliance with the aim of improving Ghana's education programme. One
of its first actions has been to conduct a landmark research study.

The Connect for Change Education Ghana Alliance (C4CEGA)
brings together six education partners under the C4C Education programme supported
by IICD and Edukans in
Ghana to provide a common platform for knowledge sharing. This will help inform and
shape new initiatives, policies and projects in this field. This move also signals
a shift away from a mixture of individual ICT projects towards a more effective education
programme with joint objectives. C4C-EGA also enables its members to contribute and
benefit from peer reviews and avoid mistakes related to project duplication, which
can lead to an inefficient use of resources.

Already, the alliance has collaborated on the realisation of a multi-level research
study into the ´Availability and Use of ICT in Teaching and Learning´ that outlines
the current education environment in Ghana and identifies priority areas for improvement.
Due to wide reach of C4C-EGA members, the large scope of the study was able to sample
a total of 640 schools located across four regions of Ghana; namely the Volta, Northern,
Upper West and Upper East regions.

The study specifically sought to determine the availability of ICT tools in basic
schools, explore the use of these tools, identify gaps in the implementation of the
policy and recommend measures to improve the use of ICT in basic schools, among others.
The research used participatory and consultative methodology, which involved the use
of techniques like checklist, in-depth interviews and discussions.

A number of the evidence-based recommendations will outline the alliances priorities
moving forward. Topics include: provision of computers in schools; facilitation of
collaboration between the government and civil society; ICT-relevant physical infrastructure
and capacity building in ICT for teachers and education managers. Contributions from
a mixture of stakeholders ensure that the outcomes of the research accurately reflect
the reality in Ghanaian schools in order to spur on effective changes to policy.

The C4CEGA officially launched on 23rd January 2015, yet its members conceived the
alliance at a much earlier date. During a 2013 ICT4D Learning workshop, the implementing
partners of Connect4Change - Savana Signatures, Ibis Ghana, Peps-c, Presbyterian Education
Unit and Women and Development Projects (WADEP) - unanimously agreed to form the C4C
 EGA. The Ghana Information Network for Knowledge Sharing (GINKS) was later coopted
into the Alliance because of their experience in knowledge sharing activities.

New Education Alliance Conducts Large-Scale Research to Improve Use of ICT in Ghanaian Schools http://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=7a954c02-1cfd-4377-a88d-9a9cef5d3461http://www.itu.int/ITU-D/sis/newslog/2015/02/12/NewEducationAllianceConductsLargeScaleResearchToImproveUseOfICTInGhanaianSchools.aspx
Thu, 12 Feb 2015 15:58:36 GMT<img src="http://www.iicd.org/articles/new-education-alliance-conducts-large-scale-research-to-improve-the-use-of-ict-in-ghanaian-schools/image_large" height="167" width="248">
<br>
<br>
<div align="justify">A group of leading ICT For Education Development (ICT4ED) organisations
have formed an alliance with the aim of improving Ghana's education programme. One
of its first actions has been to conduct a landmark research study.
<br>
<br>
The Connect for Change Education Ghana Alliance (<a href="http://c4cghanaalliance.org/">C4CEGA</a>)
brings together six education partners under the C4C Education programme supported
by <a href="http://www.iicd.org/">IICD</a> and <a href="http://www.edukans.nl/">Edukans</a> in
Ghana to provide a common platform for knowledge sharing. This will help inform and
shape new initiatives, policies and projects in this field. This move also signals
a shift away from a mixture of individual ICT projects towards a more effective education
programme with joint objectives. C4C-EGA also enables its members to contribute and
benefit from peer reviews and avoid mistakes related to project duplication, which
can lead to an inefficient use of resources.
<br>
<br>
Already, the alliance has collaborated on the realisation of a multi-level research
study into the ´Availability and Use of ICT in Teaching and Learning´ that outlines
the current education environment in Ghana and identifies priority areas for improvement.
Due to wide reach of C4C-EGA members, the large scope of the study was able to sample
a total of 640 schools located across four regions of Ghana; namely the Volta, Northern,
Upper West and Upper East regions.
<br>
<br>
The study specifically sought to determine the availability of ICT tools in basic
schools, explore the use of these tools, identify gaps in the implementation of the
policy and recommend measures to improve the use of ICT in basic schools, among others.
The research used participatory and consultative methodology, which involved the use
of techniques like checklist, in-depth interviews and discussions.
<br>
<br>
A number of the evidence-based recommendations will outline the alliances priorities
moving forward. Topics include: provision of computers in schools; facilitation of
collaboration between the government and civil society; ICT-relevant physical infrastructure
and capacity building in ICT for teachers and education managers. Contributions from
a mixture of stakeholders ensure that the outcomes of the research accurately reflect
the reality in Ghanaian schools in order to spur on effective changes to policy.
<br>
<br>
The C4CEGA officially launched on 23rd January 2015, yet its members conceived the
alliance at a much earlier date. During a 2013 ICT4D Learning workshop, the implementing
partners of Connect4Change - Savana Signatures, Ibis Ghana, Peps-c, Presbyterian Education
Unit and Women and Development Projects (WADEP) - unanimously agreed to form the C4C
 EGA. The Ghana Information Network for Knowledge Sharing (GINKS) was later coopted
into the Alliance because of their experience in knowledge sharing activities.<br>
<br>
(Source: <a href="http://www.iicd.org/articles/new-education-alliance-conducts-large-scale-research-to-improve-the-use-of-ict-in-ghanaian-schools">IICD</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=7a954c02-1cfd-4377-a88d-9a9cef5d3461" />CommunicationsCurriculum DevelopmentDigital literacyICT in Educationhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=f1a0482e-8424-4f1f-907e-29d0ece10163http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=f1a0482e-8424-4f1f-907e-29d0ece10163Some Other User

Congo Brazzavilles Université Marien Ngouabi (UMNG) lecturers
and researchers have received one computer each last week as part of the stock of
650 computers donated by the Perspectives dAvenir Foundation.

The foundation is chaired by Denis Christel Sassou Nguesso, the son of Congo Brazzaville
President Denis Sassou Nguesso and a Member of Parliament.

´There are no words to describe the joy of all the recipients. This equipment is of
a critical importance for their work,´ UMNG vice-chancellor Armand Moyikoua said at
the handover ceremony in the capital Brazzaville.

Every lecturer, from the oldest in grade to the new recruits, now have a laptop, which
will enable them improve their teaching and research methods, Moyikoua said, adding
that the donation put the university to the path of modernism.

The university has also received another valuable gift from Congo Telecom: the connection
of the institution to the countrys fibre optic network to empower its internet connection.

The university also said that Wifi zones were about to be set up in and around UMNG
premises.

Teaching staff and researchers in many sub-Saharan African institutions of higher
learning lack everything from computers to landline telephones, offices and cars.

So, the Perspective dAvenir Foundations donation has come as a surprise and a lifeline
for UMNG teaching staff whose working conditions appear not to have considerably improved
in the past two decades.

This prompted the vice-chancellor to say: ´You wrote a page of history on the 43-year
history of the Marien Ngouabi University.

State-funded UMNG was established in December 1971 on the ashes of Université deBrazzaville,
but was renamed Université Marien Ngouabi in July 1977 to honour the countrys late
president who was assassinated in the same year.

Congo Brazzaville foundation donates 650 computers to university lecturershttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=f1a0482e-8424-4f1f-907e-29d0ece10163http://www.itu.int/ITU-D/sis/newslog/2015/02/12/CongoBrazzavilleFoundationDonates650ComputersToUniversityLecturers.aspx
Thu, 12 Feb 2015 15:52:32 GMT<img src="http://media.biztechafrica.com/media/images/stories/_thumbs/perpectives_jpg_410x270_upscale_q85.jpg" height="184" width="277">
<br>
<br>
<div align="justify">Congo Brazzavilles Université Marien Ngouabi (UMNG) lecturers
and researchers have received one computer each last week as part of the stock of
650 computers donated by the Perspectives dAvenir Foundation.<br>
<br>
The foundation is chaired by Denis Christel Sassou Nguesso, the son of Congo Brazzaville
President Denis Sassou Nguesso and a Member of Parliament.<br>
<br>
´There are no words to describe the joy of all the recipients. This equipment is of
a critical importance for their work,´ UMNG vice-chancellor Armand Moyikoua said at
the handover ceremony in the capital Brazzaville.<br>
<br>
Every lecturer, from the oldest in grade to the new recruits, now have a laptop, which
will enable them improve their teaching and research methods, Moyikoua said, adding
that the donation put the university to the path of modernism.<br>
<br>
The university has also received another valuable gift from Congo Telecom: the connection
of the institution to the countrys fibre optic network to empower its internet connection.<br>
<br>
The university also said that Wifi zones were about to be set up in and around UMNG
premises.<br>
<br>
Teaching staff and researchers in many sub-Saharan African institutions of higher
learning lack everything from computers to landline telephones, offices and cars.<br>
<br>
So, the Perspective dAvenir Foundations donation has come as a surprise and a lifeline
for UMNG teaching staff whose working conditions appear not to have considerably improved
in the past two decades.<br>
<br>
This prompted the vice-chancellor to say: ´You wrote a page of history on the 43-year
history of the Marien Ngouabi University.<br>
<br>
State-funded UMNG was established in December 1971 on the ashes of Université deBrazzaville,
but was renamed Université Marien Ngouabi in July 1977 to honour the countrys late
president who was assassinated in the same year.<br>
<br>
(Source:&nbsp; <a href="http://www.biztechafrica.com/article/congo-brazzaville-foundation-donates-650-computers/9672/?utm_source=Daily+News+Updates&amp;utm_campaign=ef3c9130ef-MC_RSS_EMAIL_CAMPAIGN&amp;utm_medium=email&amp;utm_term=0_c2fe4ddf14-ef3c9130ef-321815665#.VNp0tVIwet8">Biztech
Africa</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=f1a0482e-8424-4f1f-907e-29d0ece10163" />Digital literacyICT in EducationICT InfrastructurePartnershipsTeacher Traininghttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=6e9d5381-02ab-4c39-860b-0a28003ceb63http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=6e9d5381-02ab-4c39-860b-0a28003ceb63Some Other User

About 200 graduates will be conferred with internships across
government ICT Departments tomorrow during the launch of The Presidential Digital
Talent Program (PDTP). The launch had been earlier on scheduled for February 3 but
later postponed to February 10.

The launch of the program comes after the government through the Ministry of ICT requested
all qualified students to apply for the programme since December 12, 2014 to January
9, 2015.

The programme aims to provide internship opportunities to fresh university graduates
in readying them to be the Information Communication Technology (ICT) industry leaders
and experts in the future.

The Presidential Digital Talent Program was initiated last year by the Ministry of
ICT and is being implemented by ICT Authority (ICTA) through a private and public
partnership (PPP) arrangement. The program is one of the key initiatives and project
spelled out in the ICT Masterplan and a key deliverable for the jubilee government
and the Vision 2030 Social and Economic strategic pillars. The program will run for
the next 3 years.

The program is one of the key initiatives and project spelt out in the ICT Master
plan and a key deliverable for the Jubilee government and the Vision 2030 Social and
Economic strategic pillars.

This Public Private Partnership Programme includes local companies, multinational
and public sector players. The Internship programme targets qualified ICT graduates.
The Interns in government will serve on a variety of roles.
The programme also aims to provide a training ground to fresh university graduates
in readying them to be the industry leaders and experts in the future.

With a mission to build the next generation of globally competitive ICT, leadership
and technology talent that will transform Kenya through world-class service delivery
to the citizens, the programme also looks at engaging citizenry through innovative
and sustainable ICT skill development.

The programme also has a focus on ensuring that the Government has ICT competencies
with requisite competencies to design, procure, implement and manage a sound ICT structure
for effective service delivery. It will also ensure that the government has ICT culture
transformation that treats ICT as a business in support of government service delivery
objective and still provide a training ground for ICT professionals in the future
and offer an affordable labour pool of freshly qualified individuals.

The programme is set to take a span of five years, which will be reviewed after 3
years. The initial pilot targets 200 interns for a period of 12 months. It is expected
that the numbers will scale up as the initiative progresses in successive years to
cater for County Governments.

Once implemented the programme will transform not only how ICT is managed in the government
but also have a full impact in the entire economy in the long term, improve service
delivery through effective use of ICT in government, create a pipeline of youths with
desirable value and core competencies that will facilitate rapid economic and social
change, increase youth employment and increase the GDP and have economic impact.

200 graduates to get internships in Presidential Digital Talent Program in Kenyahttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=6e9d5381-02ab-4c39-860b-0a28003ceb63http://www.itu.int/ITU-D/sis/newslog/2015/02/12/200GraduatesToGetInternshipsInPresidentialDigitalTalentProgramInKenya.aspx
Thu, 12 Feb 2015 15:47:29 GMT<img src="http://cdn.audiencemedia.com/var/cio/storage/images/media/images/capture32/707003-1-eng-GB/capture_article_full.png" height="141" width="293">
<br>
<br>
<div align="justify">About 200 graduates will be conferred with internships across
government ICT Departments tomorrow during the launch of The Presidential Digital
Talent Program (PDTP). The launch had been earlier on scheduled for February 3 but
later postponed to February 10.<br>
<br>
The launch of the program comes after the government through the Ministry of ICT requested
all qualified students to apply for the programme since December 12, 2014 to January
9, 2015.<br>
<br>
The programme aims to provide internship opportunities to fresh university graduates
in readying them to be the Information Communication Technology (ICT) industry leaders
and experts in the future.<br>
<br>
The Presidential Digital Talent Program was initiated last year by the Ministry of
ICT and is being implemented by ICT Authority (ICTA) through a private and public
partnership (PPP) arrangement. The program is one of the key initiatives and project
spelled out in the ICT Masterplan and a key deliverable for the jubilee government
and the Vision 2030 Social and Economic strategic pillars. The program will run for
the next 3 years.<br>
<br>
The program is one of the key initiatives and project spelt out in the ICT Master
plan and a key deliverable for the Jubilee government and the Vision 2030 Social and
Economic strategic pillars.<br>
<br>
This Public Private Partnership Programme includes local companies, multinational
and public sector players. The Internship programme targets qualified ICT graduates.
The Interns in government will serve on a variety of roles.<br>
The programme also aims to provide a training ground to fresh university graduates
in readying them to be the industry leaders and experts in the future.<br>
<br>
With a mission to build the next generation of globally competitive ICT, leadership
and technology talent that will transform Kenya through world-class service delivery
to the citizens, the programme also looks at engaging citizenry through innovative
and sustainable ICT skill development.<br>
<br>
The programme also has a focus on ensuring that the Government has ICT competencies
with requisite competencies to design, procure, implement and manage a sound ICT structure
for effective service delivery. It will also ensure that the government has ICT culture
transformation that treats ICT as a business in support of government service delivery
objective and still provide a training ground for ICT professionals in the future
and offer an affordable labour pool of freshly qualified individuals.<br>
<br>
The programme is set to take a span of five years, which will be reviewed after 3
years. The initial pilot targets 200 interns for a period of 12 months. It is expected
that the numbers will scale up as the initiative progresses in successive years to
cater for County Governments.<br>
<br>
Once implemented the programme will transform not only how ICT is managed in the government
but also have a full impact in the entire economy in the long term, improve service
delivery through effective use of ICT in government, create a pipeline of youths with
desirable value and core competencies that will facilitate rapid economic and social
change, increase youth employment and increase the GDP and have economic impact.<br>
<br>
(Source: <a href="http://www.cio.co.ke/news/main-stories/200-graduates-to-get-internships-in-presidential-digital-talent-program">CIO
East Africa</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=6e9d5381-02ab-4c39-860b-0a28003ceb63" />Curriculum DevelopmentDigital literacyEmployment and entrepreneurshipICT in EducationYouthhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=192af07a-72b2-45a7-a827-a42920430f00http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=192af07a-72b2-45a7-a827-a42920430f00Some Other User

Government of Rwanda and the International Computer Driving
License (ICDL) signed a Memorandum of Understanding recently aimed at advancing digital
literacy in Rwanda.

Speaking at the signing ceremony, Minister of Youth and ICT Jean Philbert Nsengimana
said, ´The MoU will fast track Rwandas Digital Literacy training and certification
program for Government employees, teachers, students and the general population´.

ICDL programme will facilitate the translation of the Equal Skills introductory workbook-based
programme to Kinyarwanda in order to address computer skills in the general population,
especially in areas where English literacy is less developed. The potential to develop
audio and/or audio visual support resources will be examined by the Parties. ´The
partnership will go a long way in capacity building and increasing productivity, noting
that the government and the private sector lose a lot because of the low productivity
of employees,´ Nsengimana said.

He said: ´This opportunity provides Rwanda with a new beginning to raise the standards.
There are so many places in the country where IT is taught but so far there has not
been a national standard of ICT literacy. It is important that they not only acquire
skills but they have accredited certification.´

Proposals for digital literacy capacity building will be developed with a focus on
employability skills, targeting high school and university graduates, those in rural
areas, and those in the Small and Medium Entrepreneur (SME) sector.

ICDL programme will be implemented in the Ministry of Youth and ICT and other ministries
and government institutions.

ICDL certification programmes have been delivered to over 12million people, in 41
languages, in across 148 countries through a network of over 24,000 test centers.
Rwanda with the help of its President H.E Paul Kagame has come very far in developing
its ICT sector which is contributing to the development of the country.

Recently, in Lagos Nigeria, Rwandas Minister of MYICT Nsengimana received the continental
social mediaaward in the category of Government/Public Sector for the annual Social
Media Awards Africa (SMAA).

This is an initiative poised to recognise and reward excellence, creativity and impact
in the use of social media tools and platforms by individuals and organisations.

The event brought together social media influencers, experts, enthusiasts and policy
makers that would explore and forge new developmental paths for Africa.
In a statement, Nsengimana said MYICT embraced the use of social media through all
networks to disseminate information; and it has become such an essential tool of communication
that is essential avenue to receiving feedback from the stakeholders.

The Social Media Awards Africa is an annual gathering of business leaders, social
media experts and influencers, development experts and other relevant stakeholders
who are positioned to promote development in Africa through digital and social media
exploration.

Rwanda, ICDL aims for digital literacyhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=192af07a-72b2-45a7-a827-a42920430f00http://www.itu.int/ITU-D/sis/newslog/2015/02/12/RwandaICDLAimsForDigitalLiteracy.aspx
Thu, 12 Feb 2015 15:23:53 GMT<img src="http://www.busiweek.com/img2/feb1digitalliteracy.jpg" height="210" width="349">
<br>
<br>
<div align="justify"><b>Government of Rwanda and the International Computer Driving
License (ICDL) signed a Memorandum of Understanding recently aimed at advancing digital
literacy in Rwanda</b>.<br>
<br>
Speaking at the signing ceremony, Minister of Youth and ICT Jean Philbert Nsengimana
said, ´The MoU will fast track Rwandas Digital Literacy training and certification
program for Government employees, teachers, students and the general population´.<br>
<br>
ICDL programme will facilitate the translation of the Equal Skills introductory workbook-based
programme to Kinyarwanda in order to address computer skills in the general population,
especially in areas where English literacy is less developed. The potential to develop
audio and/or audio visual support resources will be examined by the Parties. ´The
partnership will go a long way in capacity building and increasing productivity, noting
that the government and the private sector lose a lot because of the low productivity
of employees,´ Nsengimana said.<br>
<br>
He said: ´This opportunity provides Rwanda with a new beginning to raise the standards.
There are so many places in the country where IT is taught but so far there has not
been a national standard of ICT literacy. It is important that they not only acquire
skills but they have accredited certification.´<br>
<br>
Proposals for digital literacy capacity building will be developed with a focus on
employability skills, targeting high school and university graduates, those in rural
areas, and those in the Small and Medium Entrepreneur (SME) sector.<br>
<br>
ICDL programme will be implemented in the Ministry of Youth and ICT and other ministries
and government institutions.<br>
<br>
ICDL certification programmes have been delivered to over 12million people, in 41
languages, in across 148 countries through a network of over 24,000 test centers.<br>
Rwanda with the help of its President H.E Paul Kagame has come very far in developing
its ICT sector which is contributing to the development of the country.<br>
<br>
Recently, in Lagos Nigeria, Rwandas Minister of MYICT Nsengimana received the continental
social mediaaward in the category of Government/Public Sector for the annual Social
Media Awards Africa (SMAA).<br>
<br>
This is an initiative poised to recognise and reward excellence, creativity and impact
in the use of social media tools and platforms by individuals and organisations.<br>
<br>
The event brought together social media influencers, experts, enthusiasts and policy
makers that would explore and forge new developmental paths for Africa.<br>
In a statement, Nsengimana said MYICT embraced the use of social media through all
networks to disseminate information; and it has become such an essential tool of communication
that is essential avenue to receiving feedback from the stakeholders.<br>
<br>
The Social Media Awards Africa is an annual gathering of business leaders, social
media experts and influencers, development experts and other relevant stakeholders
who are positioned to promote development in Africa through digital and social media
exploration.<br>
<br>
(Source: <a href="http://www.busiweek.com/index1.php?Ctp=2&amp;pI=2690&amp;pLv=3&amp;srI=69&amp;spI=221&amp;cI=11">East
African Business Week</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=192af07a-72b2-45a7-a827-a42920430f00" />Connected SchoolsCurriculum DevelopmentDigital literacyICT in Educationhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=77b177f1-9cba-4806-8841-d24d287b583fhttp://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=77b177f1-9cba-4806-8841-d24d287b583fSome Other User

"A total of 2 500 women will receive ICT training every year
in the Republic of Congo as part of the Tech25 project, the government in this Central
African nation said last week.

The Tech25 initiative, a brainchild of the BantuHub Foundation, was launched on 28
January 2014 in the capital Brazzaville by Isidore Mvouba, minister for industrial
development and promotion of private sector.

Women represent a considerable part of the country's 4.5 million people, but gender
discrimination and inequalities are rife here as women lack access to education, healthcare
and leadership positions, and many lack basic computer skills.

But now the Tech25 initiative, which aims at building a knowledge-based economy and
increasing the country's GDP by 10%, wants to include everyone in the digital train
of the future.

´If the government fulfills its promise of training these women, chances are that
some and why not most of them might end up launching their own ICT business, managing
an internet cafe for instance,´ ICT teacher Euloge Samba told Biztechafrica.

The Tech25 initiative, which brings together government, business and civil society,
wants to create startups, set up incubators and technology hubs to develop local skills
and promote the development of ICT skills.

´The state should create conditions that could trigger the creation of digital companies,´
minister of posts and telecoms Thierry Moungala said."

Congo Brazzaville to train 2 500 women in ICTs every yearhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=77b177f1-9cba-4806-8841-d24d287b583fhttp://www.itu.int/ITU-D/sis/newslog/2015/02/06/CongoBrazzavilleToTrain2500WomenInICTsEveryYear.aspx
Fri, 06 Feb 2015 16:26:33 GMT<img src="http://media.biztechafrica.com/media/images/stories/_thumbs/tech25_jpg_410x270_upscale_q85.jpg" height="181" width="271">
<br>
<br>
<div align="justify">"A total of 2 500 women will receive ICT training every year
in the Republic of Congo as part of the Tech25 project, the government in this Central
African nation said last week.<br>
<br>
The Tech25 initiative, a brainchild of the BantuHub Foundation, was launched on 28
January 2014 in the capital Brazzaville by Isidore Mvouba, minister for industrial
development and promotion of private sector.
<br>
<br>
Women represent a considerable part of the country's 4.5 million people, but gender
discrimination and inequalities are rife here as women lack access to education, healthcare
and leadership positions, and many lack basic computer skills.<br>
<br>
But now the Tech25 initiative, which aims at building a knowledge-based economy and
increasing the country's GDP by 10%, wants to include everyone in the digital train
of the future.<br>
<br>
´If the government fulfills its promise of training these women, chances are that
some and why not most of them might end up launching their own ICT business, managing
an internet cafe for instance,´ ICT teacher Euloge Samba told Biztechafrica.<br>
<br>
The Tech25 initiative, which brings together government, business and civil society,
wants to create startups, set up incubators and technology hubs to develop local skills
and promote the development of ICT skills.<br>
<br>
´The state should create conditions that could trigger the creation of digital companies,´
minister of posts and telecoms Thierry Moungala said."<br>
<br>
(Source: <a href="http://www.biztechafrica.com/article/congo-brazzaville-train-2-500-women-icts-every-yea/9643/?section=government#.VNR9ECwy-t_">Biztech
Africa</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=77b177f1-9cba-4806-8841-d24d287b583f" />CommunicationsCurriculum DevelopmentDigital literacyEmployment and entrepreneurshipGenderYouthhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=6d88186a-1e4b-422a-8194-0bfa23df7915http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=6d88186a-1e4b-422a-8194-0bfa23df7915Some Other User

´This opportunity provides us with a new beginning to raise
the standards. There are so many places in the country where IT is taught, but so
far there has not been a national standard of ICT literacy,´ Jean Philbert Nsengimana,
Rwandas Youth and ICT minister told The New Times. ´It is important that they not
only acquire skills but they have accredited certification.´

According to the report, a private sector computer skills program International Computer
Driving License (ICDL)  and the government are coming together to raise ICT literacy
of Rwandan youth, government members and the general public. The official agreement
was signed by both partners January 28, 2015.

By 2018, the government is hoping to hit an ICT literacy goal of 50 percent, although
the current figure sits at 3.3 percent. Roughly 85,000 government officials alone
will receive a certificate after completing training. The greatest boost that the
government is hoping to achieve is a turnaround in employee productivity  something
that can be advanced through ICT.

The New Times also reported that once the countrys literacy rate begins to increase,
professional institutions and businesses are expected to follow suit in encouraging
ICT comprehension. In addition, this type of training provides a segue way for similar
international organizations to come in, create partnerships and contribute to ICT
growth in Africa.

´It is a major contributor to progress, it is fantastic to see young people invent
new ways of creating a market place and offering new services,´ Christine Lagarde,
IMF general director told The New Times following a visit to ICT mentorship hub K-Lab
 another organization lifting ICT literacy rates in Rwanda.

Earlier this month, Biztech Africa reported that in the first two quarters of 2014,
ICT contributed to 2 percent of Rwandas overall GDP.

More than the combination of other sectors including mining, trade and manufacturing,
financial contributions for ICT trumped them pulling in 45 percent of foreign direct
investment, according to Biztech Africa.

Rwanda Pulls In Skills Development Program To Boost ICT Literacy http://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=6d88186a-1e4b-422a-8194-0bfa23df7915http://www.itu.int/ITU-D/sis/newslog/2015/02/05/RwandaPullsInSkillsDevelopmentProgramToBoostICTLiteracy.aspx
Thu, 05 Feb 2015 21:56:42 GMT<img src="http://d22atgph1ebwrd.cloudfront.net/wp-content/uploads/sites/21/2015/01/181407018-620x350.jpg" height="153" width="272">
<br>
<br>
<div align="justify">´This opportunity provides us with a new beginning to raise
the standards. There are so many places in the country where IT is taught, but so
far there has not been a national standard of ICT literacy,´ Jean Philbert Nsengimana,
Rwandas Youth and ICT minister told The New Times. ´It is important that they not
only acquire skills but they have accredited certification.´
<br>
<br>
According to the report, a private sector computer skills program International Computer
Driving License (ICDL)  and the government are coming together to raise ICT literacy
of Rwandan youth, government members and the general public. The official agreement
was signed by both partners January 28, 2015.
<br>
<br>
By 2018, the government is hoping to hit an ICT literacy goal of 50 percent, although
the current figure sits at 3.3 percent. Roughly 85,000 government officials alone
will receive a certificate after completing training. The greatest boost that the
government is hoping to achieve is a turnaround in employee productivity  something
that can be advanced through ICT.
<br>
<br>
The New Times also reported that once the countrys literacy rate begins to increase,
professional institutions and businesses are expected to follow suit in encouraging
ICT comprehension. In addition, this type of training provides a segue way for similar
international organizations to come in, create partnerships and contribute to ICT
growth in Africa.
<br>
<br>
´It is a major contributor to progress, it is fantastic to see young people invent
new ways of creating a market place and offering new services,´ Christine Lagarde,
IMF general director told The New Times following a visit to ICT mentorship hub K-Lab
 another organization lifting ICT literacy rates in Rwanda.
<br>
<br>
Earlier this month, Biztech Africa reported that in the first two quarters of 2014,
ICT contributed to 2 percent of Rwandas overall GDP.
<br>
<br>
More than the combination of other sectors including mining, trade and manufacturing,
financial contributions for ICT trumped them pulling in 45 percent of foreign direct
investment, according to Biztech Africa.
<br>
<br>
(Source: <a href="http://afkinsider.com/86719/rwanda-pulls-in-program-to-boost-ict-literacy/">AFK</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=6d88186a-1e4b-422a-8194-0bfa23df7915" />CommunicationsCurriculum DevelopmentDigital literacyYouthhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=af799c58-8eee-4f8f-86f2-f1aac399fb0fhttp://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=af799c58-8eee-4f8f-86f2-f1aac399fb0fSome Other User

UNESCO and UNICEF together with national partners launched the first Policy Board
and Management Committee meeting for the implementation of a joint project on the
use of inclusive technology for persons with disabilities in Uganda on 27 January
2015. The project is funded from the UN Partnership to Promote the Rights of Persons
with Disabilities funding framework. The major objective of the project is to strengthen
the policy environment and build institutional capacities through Inclusive Technology
to ensure Inclusive Education and Access to Information in Uganda.

Fifteen participants representing government institutions, Disabled Persons Organisations
(DPOs), academic institutions and the UN System attended the Policy Board and Management
Committee meeting with the aim to provide technical input to the activities of the
2-year project. The implementation of the two year project will be guided by the Policy
Board and Management Committee, consisting of all relevant stakeholders in order to
ensure that the project is both focused on national priorities and comprehensive in
exploring the use of Inclusive Technologies for people with disabilities in Uganda.

In keeping with Ugandas Vision 2040 and the Convention on the Rights of Persons with
Disabilities (Articles 9, 21 and 24), this project will be achieved by a two track
approach. One track will focus on strengthening the policy environment through the
development of relevant policies and guidelines as well as the establishment of an
appropriate governance structure. The second track will focus on the development of
educational materials in accessible formats. In addition, the programme will engage
organizations of persons with disabilities, key government partners (including teachers),
information professionals and publishing companies into a multistakeholder coalition
to promote the creation and distribution of accessible information, especially educational
resources, for persons with visual and hearing impairments in Uganda. The programme
will support the coalition in monitoring the implementation of initiatives using of
Inclusive technology to advance inclusive education and access to information.

Members of the Policy Board and Management Committee expressed their satisfaction
in this initiative as many DPOs and stakeholders working with learners in Uganda,
do not know the potential of Inclusive technologies in ensuring Inclusive Education
and Access to Information.

The Policy Board and Management Committee will exist for the period corresponding
to the duration of the project (2 years). The Policy Board and Management Committee
will meet on a quarterly basis in Kampala, Uganda but will allow for remote participation
in using new technologies.

The Innovative use of ICTs for persons with disabilities form part of UNESCOs actions
to enhance the full participation of citizens in the knowledge societies.

With a view to empowering persons with disabilities and assuring the inclusion of
disability issues into the sustainable development agenda of Member States, UNESCO,
in cooperation with the Government of India, with support of The State of Kuwait,
and also international, regional and national public and private partners, organized
the first international Conference entitled From Exclusion to Empowerment: The Role
of Information and Communication Technologies for Persons with Disabilities held in
New Delhi from 24 to 26 November 2014.

The Conference was attended by some 700 participants from 80 countries, alongside
with the film festival themed around disability issues, an ICT solutions-oriented
exhibition and a special workshop. High-level dialogues were held at plenary level
and in 15 parallel sessions, divided into three thematic discussions on partnerships
and sustainable development, accessibility and technological solutions, and access
to information and knowledge (http://www.unesco-ci.org/ict-pwd/).
The Outcome Document  The New Delhi Declaration on Inclusive ICTs for Persons with
Disabilities: Making Empowerment a Reality, was developed by the open-ended, multistakeholder
and high level drafting group recalling the urgent need for the full and unconditional
inclusion of all citizens in the life of societies.

First Meeting on promoting the rights of persons with disabilities in Uganda through the use of inclusive technologieshttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=af799c58-8eee-4f8f-86f2-f1aac399fb0fhttp://www.itu.int/ITU-D/sis/newslog/2015/02/05/FirstMeetingOnPromotingTheRightsOfPersonsWithDisabilitiesInUgandaThroughTheUseOfInclusiveTechnologies.aspx
Thu, 05 Feb 2015 21:53:52 GMT<div align="justify">
<br>
UNESCO and UNICEF together with national partners launched the first Policy Board
and Management Committee meeting for the implementation of a joint project on the
use of inclusive technology for persons with disabilities in Uganda on 27 January
2015. The project is funded from the UN Partnership to Promote the Rights of Persons
with Disabilities funding framework. The major objective of the project is to strengthen
the policy environment and build institutional capacities through Inclusive Technology
to ensure Inclusive Education and Access to Information in Uganda.<br>
<br>
Fifteen participants representing government institutions, Disabled Persons Organisations
(DPOs), academic institutions and the UN System attended the Policy Board and Management
Committee meeting with the aim to provide technical input to the activities of the
2-year project. The implementation of the two year project will be guided by the Policy
Board and Management Committee, consisting of all relevant stakeholders in order to
ensure that the project is both focused on national priorities and comprehensive in
exploring the use of Inclusive Technologies for people with disabilities in Uganda.
<br>
<br>
In keeping with Ugandas Vision 2040 and the Convention on the Rights of Persons with
Disabilities (Articles 9, 21 and 24), this project will be achieved by a two track
approach. One track will focus on strengthening the policy environment through the
development of relevant policies and guidelines as well as the establishment of an
appropriate governance structure. The second track will focus on the development of
educational materials in accessible formats. In addition, the programme will engage
organizations of persons with disabilities, key government partners (including teachers),
information professionals and publishing companies into a multistakeholder coalition
to promote the creation and distribution of accessible information, especially educational
resources, for persons with visual and hearing impairments in Uganda. The programme
will support the coalition in monitoring the implementation of initiatives using of
Inclusive technology to advance inclusive education and access to information.
<br>
<br>
Members of the Policy Board and Management Committee expressed their satisfaction
in this initiative as many DPOs and stakeholders working with learners in Uganda,
do not know the potential of Inclusive technologies in ensuring Inclusive Education
and Access to Information.
<br>
<br>
The Policy Board and Management Committee will exist for the period corresponding
to the duration of the project (2 years). The Policy Board and Management Committee
will meet on a quarterly basis in Kampala, Uganda but will allow for remote participation
in using new technologies.
<br>
<br>
The Innovative use of ICTs for persons with disabilities form part of UNESCOs actions
to enhance the full participation of citizens in the knowledge societies.
<br>
<br>
With a view to empowering persons with disabilities and assuring the inclusion of
disability issues into the sustainable development agenda of Member States, UNESCO,
in cooperation with the Government of India, with support of The State of Kuwait,
and also international, regional and national public and private partners, organized
the first international Conference entitled From Exclusion to Empowerment: The Role
of Information and Communication Technologies for Persons with Disabilities held in
New Delhi from 24 to 26 November 2014.
<br>
<br>
The Conference was attended by some 700 participants from 80 countries, alongside
with the film festival themed around disability issues, an ICT solutions-oriented
exhibition and a special workshop. High-level dialogues were held at plenary level
and in 15 parallel sessions, divided into three thematic discussions on partnerships
and sustainable development, accessibility and technological solutions, and access
to information and knowledge (<a href="http://www.unesco-ci.org/ict-pwd/">http://www.unesco-ci.org/ict-pwd/</a>).
The Outcome Document  The New Delhi Declaration on Inclusive ICTs for Persons with
Disabilities: Making Empowerment a Reality, was developed by the open-ended, multistakeholder
and high level drafting group recalling the urgent need for the full and unconditional
inclusion of all citizens in the life of societies.<br>
<br>
(Source: <a href="http://www.unesco.org/new/en/communication-and-information/resources/news-and-in-focus-articles/all-news/news/first_meeting_on_promoting_the_rights_of_persons_with_disabilities_in_uganda_through_the_use_of_inclusive_technologies/#.VNKDYiw5mt8">UNESCO</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=af799c58-8eee-4f8f-86f2-f1aac399fb0f" />CommunicationsCurriculum DevelopmentDigital literacyPartnershipsPwDshttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=70c4a437-3fea-438e-b07f-a717ec051198http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=70c4a437-3fea-438e-b07f-a717ec051198Some Other User

UNESCO supported Electronic Information for Libraries (EIFL)
and Kenya National Libraries Services (KNLS) to organize a national workshop to enhance
ICT and e-literacy skills of national librarians from 7 to 10 December 2014 in Nakuru,
Kenya.

The training attracted participation of 30 librarians from 29 public libraries that
currently provide public access to computers and Internet in Kenya. It aimed at enhancing
public librarians information and communications technologies (ICT) and e-literacy
skills, in order to make better use of ICT for new public library services to meet
community needs.

The training also aimed at helping support delivery of the Millennium Development
Goals by enabling public librarians to use ICT in new services that meet community
needs in development areas such as agriculture, education, health, culture, social
inclusion and e-literacy.

During the training Ms Ramune Petuchovaite, Manager of the EIFL Public Library Innovation
Programme (EIFL-PLIP) stated that ´ICTs role in accelerating development is now widely
recognized in Africa and that governments are speeding up the roll-out of ICT infrastructure
and equipment to aid this developments. With these developments, it is important that
public libraries be included in national ICT policies and strategies.´

´To date, only 29 out of 60 libraries are adequately equipped with ICT infrastructure
in Kenya. There is, therefore, an undoubted need for both library staff and our clients
to upgrade their ICT skills to be able to better utilize the resources that we currently
have in place,´ said Mr Richard Atuti, Director of the Kenya National Library Service.
This training adapted courses and training methods currently being tested in Ghana
and Uganda by EIFL to fit the Kenyan context and supported a broader Kenya National
Library Service initiative of engaging partners in transforming libraries across the
country into ICT hubs.

This capacity building initiative falls within the framework of UNESCO, supporting
adoption of ICT in public libraries and also enabling the creation of new services
for users in Kenya.

Kenya National Library Service is a statutory body established to develop, equip,
manage and maintain national and public library services, to promote information literacy
and reading, and to enhance stakeholder participation in development of libraries
in Kenya, while EIFL Public Library Innovation Programme (EIFL-PLIP) advances community
development by enabling public libraries to implement innovative ideas that use technology
to improve peoples lives and livelihoods.

Enhancing ICT and e-literacy skills of Kenyan librarianshttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=70c4a437-3fea-438e-b07f-a717ec051198http://www.itu.int/ITU-D/sis/newslog/2015/02/05/EnhancingICTAndEliteracySkillsOfKenyanLibrarians.aspx
Thu, 05 Feb 2015 21:46:03 GMT<img src="http://wa1.www.unesco.org/new/typo3temp/pics/bd100551ea.jpg">
<br>
<br>
<div align="justify">UNESCO supported Electronic Information for Libraries (EIFL)
and Kenya National Libraries Services (KNLS) to organize a national workshop to enhance
ICT and e-literacy skills of national librarians from 7 to 10 December 2014 in Nakuru,
Kenya.<br>
<br>
The training attracted participation of 30 librarians from 29 public libraries that
currently provide public access to computers and Internet in Kenya. It aimed at enhancing
public librarians information and communications technologies (ICT) and e-literacy
skills, in order to make better use of ICT for new public library services to meet
community needs.
<br>
<br>
The training also aimed at helping support delivery of the Millennium Development
Goals by enabling public librarians to use ICT in new services that meet community
needs in development areas such as agriculture, education, health, culture, social
inclusion and e-literacy.
<br>
<br>
During the training Ms Ramune Petuchovaite, Manager of the EIFL Public Library Innovation
Programme (EIFL-PLIP) stated that ´ICTs role in accelerating development is now widely
recognized in Africa and that governments are speeding up the roll-out of ICT infrastructure
and equipment to aid this developments. With these developments, it is important that
public libraries be included in national ICT policies and strategies.´
<br>
<br>
´To date, only 29 out of 60 libraries are adequately equipped with ICT infrastructure
in Kenya. There is, therefore, an undoubted need for both library staff and our clients
to upgrade their ICT skills to be able to better utilize the resources that we currently
have in place,´ said Mr Richard Atuti, Director of the Kenya National Library Service.
<br>
This training adapted courses and training methods currently being tested in Ghana
and Uganda by EIFL to fit the Kenyan context and supported a broader Kenya National
Library Service initiative of engaging partners in transforming libraries across the
country into ICT hubs.
<br>
<br>
This capacity building initiative falls within the framework of UNESCO, supporting
adoption of ICT in public libraries and also enabling the creation of new services
for users in Kenya.
<br>
<br>
Kenya National Library Service is a statutory body established to develop, equip,
manage and maintain national and public library services, to promote information literacy
and reading, and to enhance stakeholder participation in development of libraries
in Kenya, while EIFL Public Library Innovation Programme (EIFL-PLIP) advances community
development by enabling public libraries to implement innovative ideas that use technology
to improve peoples lives and livelihoods.
<br>
</div>
<br>
(Source: <a href="http://www.unesco.org/new/en/communication-and-information/resources/news-and-in-focus-articles/all-news/news/enhancing_ict_and_e_literacy_skills_of_kenyan_librarians/#.VNKDpCw5mt8">UNESCO</a>)<br>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=70c4a437-3fea-438e-b07f-a717ec051198" />CommunicationsDigital literacyICT in EducationICT InfrastructureTeacher Traininghttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=9c811501-108f-4fc9-989b-508b676c91dchttp://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=9c811501-108f-4fc9-989b-508b676c91dcSome Other User

The specialty award honors a female character, and those involved
in bringing her to life, that goes above and beyond to be inspiring and encouraging
to break down stereotypes and elevate the conversation around female ingenuity in
technology fields.

The first ever SET Award for Portrayal of a Female in Technology, presented by Entertainment
Industries Council (EIC), the National Center for Women & Information Technology
(NCWIT) & Google is announced today. This inaugural honor is the latest expansion
of the long-standing EIC SET Awards which recognize television, feature film, comic
book, DVD, digital content, radio and news journalism that encourages young people
in science, engineering and technology (SET) career paths. Through this collaboration,
entertainment and media merges with technology career paths and diversity initiatives
to inspire vast audiences in pivotal career paths.

´EIC is proud to recognize the power and influence actors and actresses have to bring
to life inspiring and exciting characters who can change attitudes and perceptions
of diverse audiences about career paths of the future,´ said Brian Dyak, President
and CEO of EIC. ´Since CSI: Crime Scene Investigation began, over a decade ago, we
have seen a tremendous increase in the number of educational programs for forensic
science; researchers have even noted a 50 percent increase in the number of women
pursuing these fields. The 'CSI effect' set the bar for sciences; now we plan to expand
that positive reach to technology careers and beyond.´

The specialty award honors a female character, and those involved in bringing her
to life, that goes above and beyond to be inspiring and encouraging to break down
stereotypes and elevate the conversation around female ingenuity in technology fields.
Portrayal of a Female in Technology is the first SET Award to showcase a females
role in entertainment regarding technology.

´Gender diversity enhances innovation and expands the qualified employee pool, increasing
corporate profitability. However, the industry is failing at attracting wide-ranging
talent, said Lucy Sanders, CEO and Co-founder of NCWIT. ´Collaborating with EIC and
Google enables us to use the power of mass media to replace myths and stereotypes
with inclusive portrayals that will inspire girls and women to seek computing opportunities.´

Launched at the 4th Annual SET Awards, produced by EIC, the nomination period for
the awards will begin December 2, 2014 at http://g.co/GoogleSETAward.

´When it comes to encouraging girls and women to pursue careers in computer science
and other technical fields, we know that positive role models matter,´ said Mo Fong,
Director for K-12 Education Outreach at Google. ´We are excited to be partnering with
EIC and NCWIT to create an award that highlights amazing women in entertainment and
the characters they portray to inspire and propel more women into technical careers
critical to future innovation.´

Nominations will be accepted at http://g.co/GoogleSETAward through
January 18, 2015. Voting will be held online in Spring 2015 and the winner announced
at the 2015 NCWIT Summit for Women and IT on May 19-21 in Hilton Head, South Carolina.

SET Award for Portrayal of a Female in Technology presented by EIC, NCWIT & Google Honors Inspirational Potential of TV & Film to Encourage Women & Girls in Tech Careers http://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=9c811501-108f-4fc9-989b-508b676c91dchttp://www.itu.int/ITU-D/sis/newslog/2014/12/23/SETAwardForPortrayalOfAFemaleInTechnologyPresentedByEICNCWITGoogleHonorsInspirationalPotentialOfTVFilmToEncourageWomenGirlsInTechCareers.aspx
Tue, 23 Dec 2014 14:10:10 GMT<div align="justify">The specialty award honors a female character, and those involved
in bringing her to life, that goes above and beyond to be inspiring and encouraging
to break down stereotypes and elevate the conversation around female ingenuity in
technology fields.<br>
<br>
The first ever SET Award for Portrayal of a Female in Technology, presented by Entertainment
Industries Council (EIC), the National Center for Women &amp; Information Technology
(NCWIT) &amp; Google is announced today. This inaugural honor is the latest expansion
of the long-standing EIC SET Awards which recognize television, feature film, comic
book, DVD, digital content, radio and news journalism that encourages young people
in science, engineering and technology (SET) career paths. Through this collaboration,
entertainment and media merges with technology career paths and diversity initiatives
to inspire vast audiences in pivotal career paths.
<br>
<br>
´EIC is proud to recognize the power and influence actors and actresses have to bring
to life inspiring and exciting characters who can change attitudes and perceptions
of diverse audiences about career paths of the future,´ said Brian Dyak, President
and CEO of EIC. ´Since CSI: Crime Scene Investigation began, over a decade ago, we
have seen a tremendous increase in the number of educational programs for forensic
science; researchers have even noted a 50 percent increase in the number of women
pursuing these fields. The 'CSI effect' set the bar for sciences; now we plan to expand
that positive reach to technology careers and beyond.´
<br>
<br>
The specialty award honors a female character, and those involved in bringing her
to life, that goes above and beyond to be inspiring and encouraging to break down
stereotypes and elevate the conversation around female ingenuity in technology fields.
Portrayal of a Female in Technology is the first SET Award to showcase a females
role in entertainment regarding technology.
<br>
<br>
´Gender diversity enhances innovation and expands the qualified employee pool, increasing
corporate profitability. However, the industry is failing at attracting wide-ranging
talent, said Lucy Sanders, CEO and Co-founder of NCWIT. ´Collaborating with EIC and
Google enables us to use the power of mass media to replace myths and stereotypes
with inclusive portrayals that will inspire girls and women to seek computing opportunities.´<br>
<br>
Launched at the 4th Annual SET Awards, produced by EIC, the nomination period for
the awards will begin December 2, 2014 at <a href="http://g.co/GoogleSETAward">http://g.co/GoogleSETAward</a>.
<br>
<br>
´When it comes to encouraging girls and women to pursue careers in computer science
and other technical fields, we know that positive role models matter,´ said Mo Fong,
Director for K-12 Education Outreach at Google. ´We are excited to be partnering with
EIC and NCWIT to create an award that highlights amazing women in entertainment and
the characters they portray to inspire and propel more women into technical careers
critical to future innovation.´<br>
<br>
Nominations will be accepted at <a href="http://g.co/GoogleSETAward">http://g.co/GoogleSETAward</a> through
January 18, 2015. Voting will be held online in Spring 2015 and the winner announced
at the 2015 NCWIT Summit for Women and IT on May 19-21 in Hilton Head, South Carolina.<br>
</div>
<br>
(Source: <a href="http://www.prweb.com/releases/2014/12/prweb12367259.htm">PRWeb</a>)<br>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=9c811501-108f-4fc9-989b-508b676c91dc" />CommunicationsCurriculum DevelopmentDigital literacyGenderYouthhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=bd992f4c-92e2-4f55-984e-a23eed893b5dhttp://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=bd992f4c-92e2-4f55-984e-a23eed893b5dSome Other User

Intel has completed the training of 400 women under its recently
launched "Intel She Will Connect programme". The training conducted at the Kenya Institute
of Curriculum Development (KICD) in Nairobi, targeted women drawn from The League
of Kenyan Women Voters, and was done in collaboration with the Ministry of Devolution
and Planning.

The League of Kenyan Women voters is a non-partisan member organization that aims
at providing a forum through which women can take part in national decision
making processes and in leadership. It also acts as a medium where women can freely
exchange views and ideas with the aim of encouraging their participation in leadership
irrespective of their background and political orientation.

The Intel She Will Connect program was launched in Africa in 2014. In Kenya, the programme
aims to train 2,000 young women in digital literacy skills by the end of the year
through Pasha Centres in a number of counties. It is already live at 35 Pasha Centres
in 27 counties.

Commenting at the training, Dr. Mark Matunga, Corporate Affairs Group Manager Intel
East Africa said, ´Despite women doing 60 percent of the world's work and producing
50 percent of the world's food, they only make 10 percent of the world's income and
own 1 percent of the world's assets. Additionally, women reinvest 90 percent
of their income to their communities. At Intel, we believe empowering Kenyan women
through improved technology access will in turn spur economic growth for Kenya as
a whole. We are aiming to provide skills and resources needed to empower women to
get and stay online safely.´

For the She Will Connect programme in Kenya, Intel is collaborating with the Kenya
ICT Authority, The Rockefeller Foundation, USAID, Safari Connect and The Youth Banner
- a Pasha Business Development Consultant for the ICT Authority. At the end of the
training, the women and the girls will have a chance to start their own businesses
or be employed.

Speaking at the event, Anne Waiguru, Cabinet Secretary for Devolution and Planning
said,´ Through the Gender Mainstreaming Pillar in Vision 2030, the government aims
to ensure the needs and interest of each gender, including women, men, girls and boys
are addressed in all government policies, plans and programmes. As you may be aware,
Kenya's budget preparation process now includes the use of Internet for contribution.
The government is also in the process of rolling out the eCitizen programme, which
brings government services to the reach of each citizen.´

´It is therefore important for every citizen in the country, especially the women
and the youth, to equally have access to ICT tools and knowledge. ICT can play the
important role of bridging the traditional gender gap. I'd like to commend private
sector players like Intel, who have taken up the challenge of ensuring that women
can benefit from the access provided by technology to take part in Kenya's development
process,´ added Waiguru.

The Intel She Will Connect programme has a goal of reaching 5 million women and reducing
the gender gap by 50 percent in the sub-Saharan region. The programme comes against
the backdrop of the Women
and the Web report released by Intel last year revealing the enormous Internet
gender gap in the developing world and the social and economic benefits of securing
Internet access for women.

The report examined womens access to and use of the Internet in low and middle income
countries and found that, on average, nearly 25 per cent fewer women than men are
online in developing countries. This represents 200 million fewer women than men online
today. In Sub-Saharan Africa, the size of the gap is 43 per cent the largest across
all the regions in the study.

Kenya:Intel trains 400 women to use ICT in national decision makinghttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=bd992f4c-92e2-4f55-984e-a23eed893b5dhttp://www.itu.int/ITU-D/sis/newslog/2014/12/15/KenyaIntelTrains400WomenToUseICTInNationalDecisionMaking.aspx
Mon, 15 Dec 2014 14:23:33 GMT<img src="http://cdn.audiencemedia.com/var/cio/storage/images/media/images/rahab-ndambuki-left-and-suraj-shah-africa-programmes-manager-intel/682853-1-eng-GB/rahab-ndambuki-left-and-suraj-shah-africa-programmes-manager-intel_article_full.jpg" height="141" width="292">
<br>
<br>
<div align="justify">Intel has completed the training of 400 women under its recently
launched "Intel She Will Connect programme". The training conducted at the Kenya Institute
of Curriculum Development (KICD) in Nairobi, targeted women drawn from The League
of Kenyan Women Voters, and was done in collaboration with the Ministry of Devolution
and Planning.
<br>
<br>
The League of Kenyan Women voters is a non-partisan member organization that aims
at&nbsp; providing a forum through which women can take part in national decision
making processes and in leadership. It also acts as a medium where women can freely
exchange views and ideas with the aim of encouraging their participation in leadership
irrespective of their background and political orientation.<br>
<br>
The Intel She Will Connect program was launched in Africa in 2014. In Kenya, the programme
aims to train 2,000 young women in digital literacy skills by the end of the year
through Pasha Centres in a number of counties. It is already live at 35 Pasha Centres
in 27 counties.<br>
<br>
Commenting at the training, Dr. Mark Matunga, Corporate Affairs Group Manager Intel
East Africa said, ´Despite women doing 60 percent of the world's work and producing
50 percent of the world's food, they only make 10 percent of the world's income and
own 1 percent of&nbsp; the world's assets. Additionally, women reinvest 90 percent
of their income to their communities. At Intel, we believe empowering Kenyan women
through improved technology access will in turn spur economic growth for Kenya as
a whole. We are aiming to provide skills and resources needed to empower women to
get and stay online safely.´<br>
<br>
For the She Will Connect programme in Kenya, Intel is collaborating with the Kenya
ICT Authority, The Rockefeller Foundation, USAID, Safari Connect and The Youth Banner
- a Pasha Business Development Consultant for the ICT Authority. At the end of the
training, the women and the girls will have a chance to start their own businesses
or be employed.<br>
<br>
Speaking at the event, Anne Waiguru, Cabinet Secretary for Devolution and Planning
said,´ Through the Gender Mainstreaming Pillar in Vision 2030, the government aims
to ensure the needs and interest of each gender, including women, men, girls and boys
are addressed in all government policies, plans and programmes. As you may be aware,
Kenya's budget preparation process now includes the use of Internet for contribution.
The government is also in the process of rolling out the eCitizen programme, which
brings government services to the reach of each citizen.´<br>
<br>
´It is therefore important for every citizen in the country, especially the women
and the youth, to equally have access to ICT tools and knowledge. ICT can play the
important role of bridging the traditional gender gap. I'd like to commend private
sector players like Intel, who have taken up the challenge of ensuring that women
can benefit from the access provided by technology to take part in Kenya's development
process,´ added Waiguru.<br>
<br>
The Intel She Will Connect programme has a goal of reaching 5 million women and reducing
the gender gap by 50 percent in the sub-Saharan region. The programme comes against
the backdrop of the <a href="http://www.intel.com/content/www/us/en/technology-in-education/women-in-the-web.html">Women
and the Web report</a> released by Intel last year revealing the enormous Internet
gender gap in the developing world and the social and economic benefits of securing
Internet access for women.<br>
<br>
The report examined womens access to and use of the Internet in low and middle income
countries and found that, on average, nearly 25 per cent fewer women than men are
online in developing countries. This represents 200 million fewer women than men online
today. In Sub-Saharan Africa, the size of the gap is 43 per cent the largest across
all the regions in the study.<br>
<br>
(Source: <a href="http://www.cio.co.ke/news/top-stories/intel-trains-400-women-to-use-ict-in-national-decision-making">CIO
East Africa</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=bd992f4c-92e2-4f55-984e-a23eed893b5d" />CommunicationsCurriculum DevelopmentDigital literacyGenderICT in Educationhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=cf5a93e4-d627-4f9a-a574-c29429a6b705http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=cf5a93e4-d627-4f9a-a574-c29429a6b705Some Other User

The Government is designing a strategic plan that will make
it possible for the education sector to adopt Information and Communication Technology
as a primary enabler of access to education.

The Minister for Education, Prof. Silas Lwakabamba, said Rwandans need to take bold
steps including the acquisition of computers by teachers to avail digital content
and help promote self learning.

´It is imperative for Rwandans to be equipped with 21st century skills such as critical
thinking, problem solving and innovation, among others,´ the minister said.

The minister was speaking at a retreat for education stakeholders in Rubavu District
yesterday.

The retreat started on Tuesday and is expected to close today.

The strategic plan will reportedly be designed to indicate how ICT in education strategy
will be rolled out across the country.

Other partners involved in the development of the strategy include Rwanda Development
Board (RDB) and Intel Corporation as a strategic advisor.

Intel Corporation is one of the world's largest Semiconductor manufacturers.

The retreat aimed at evaluating strategies to infuse ICTs at all levels of the education
system to enable self learning and improve the quality of education.

Participants also discussed measures aimed at ensuring that all education institutions
and schools are connected to the internet and have access to digital libraries.

The plan is also expected to create requirements and standards for digital content
while developing locally relevant interactive multimedia content in partnership with
publishers and the private sector.

Under the strategic plan, all university faculties will be required to produce and
run their courses online and students will be given loans to buy computers to facilitate
their learning.

The Minister for Youth and ICT, Jean Philbert Nsengimana, said his ministry plans
to exploit the opportunities presented by technologies to transform the education
sector.

´We are doing this because we are at a time when the country is moving into a knowledge
based economy. We think the level at which ICT supports the education sector needs
to increase,´ Nsengimana said.

The retreat follows a three-day conference in Kigali on innovation in education and
ICT dubbed; ´Innovation Africa 2014´ where participants explored ways of increasing
ICT's role in education.

Rwanda: New Education Strategy Prioritises Technologyhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=cf5a93e4-d627-4f9a-a574-c29429a6b705http://www.itu.int/ITU-D/sis/newslog/2014/12/09/RwandaNewEducationStrategyPrioritisesTechnology.aspx
Tue, 09 Dec 2014 10:40:50 GMT<div align="justify">The Government is designing a strategic plan that will make
it possible for the education sector to adopt Information and Communication Technology
as a primary enabler of access to education.<br>
<br>
The Minister for Education, Prof. Silas Lwakabamba, said Rwandans need to take bold
steps including the acquisition of computers by teachers to avail digital content
and help promote self learning.<br>
<br>
´It is imperative for Rwandans to be equipped with 21st century skills such as critical
thinking, problem solving and innovation, among others,´ the minister said.<br>
<br>
The minister was speaking at a retreat for education stakeholders in Rubavu District
yesterday.<br>
<br>
The retreat started on Tuesday and is expected to close today.<br>
<br>
The strategic plan will reportedly be designed to indicate how ICT in education strategy
will be rolled out across the country.<br>
<br>
Other partners involved in the development of the strategy include Rwanda Development
Board (RDB) and Intel Corporation as a strategic advisor.<br>
<br>
Intel Corporation is one of the world's largest Semiconductor manufacturers.<br>
<br>
The retreat aimed at evaluating strategies to infuse ICTs at all levels of the education
system to enable self learning and improve the quality of education.<br>
<br>
Participants also discussed measures aimed at ensuring that all education institutions
and schools are connected to the internet and have access to digital libraries.<br>
<br>
The plan is also expected to create requirements and standards for digital content
while developing locally relevant interactive multimedia content in partnership with
publishers and the private sector.<br>
<br>
Under the strategic plan, all university faculties will be required to produce and
run their courses online and students will be given loans to buy computers to facilitate
their learning.<br>
<br>
The Minister for Youth and ICT, Jean Philbert Nsengimana, said his ministry plans
to exploit the opportunities presented by technologies to transform the education
sector.<br>
<br>
´We are doing this because we are at a time when the country is moving into a knowledge
based economy. We think the level at which ICT supports the education sector needs
to increase,´ Nsengimana said.<br>
<br>
The retreat follows a three-day conference in Kigali on innovation in education and
ICT dubbed; ´Innovation Africa 2014´ where participants explored ways of increasing
ICT's role in education.<br>
<br>
(Source: <a href="http://allafrica.com/stories/201412050280.html">All Africa</a>)<br>
</div>
<p align="justify">
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=cf5a93e4-d627-4f9a-a574-c29429a6b705" />Curriculum DevelopmentDigital literacyICT in Educationhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=99e5c7aa-83de-42f9-8e72-f1d1561bee56http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=99e5c7aa-83de-42f9-8e72-f1d1561bee56Some Other User

"Dimension Data,
the US$6 billion ICT solutions and services provider, has announced that 45 learners
have graduated today from its innovative Saturday School Programme.

The Dimension Data Saturday School initiative is a two-year programme that benefits
100 grade 11 and 12 pupils from 21 public high schools in Gauteng every year.
Learners attend mathematics, physical science, life sciences, English, computer studies
and life skills classes every Saturday.

´Our objective with the Saturday School is to produce high-calibre learners who will
go on to achieve their ambitions in whatever sphere of life or business they choose.
We give them the tools to be able to take the next step in their life through a good
Matric pass. I have no doubt this class will continue in the footsteps of their predecessors
and do exceptionally well in the 2014 Matric exams. We are very excited about what
the future holds for these bright young minds,´ says Zellah
Fuphe, Executive, Strategic Relations at Dimension Data Middle East and Africa.

Learners are accepted into the programme in grade 11, following a stringent selection
process based on merit, academic performance, communication skills, attitude and leadership
potential.

In addition to working through the formal syllabus, the learners receive leadership,
entrepreneurship and social skills training, all aimed at preparing them for challenges
beyond Matric. Grade 12 learners participate in the company's career day initiative,
where they are exposed to the various career opportunities available at Dimension
Data and to the broader ICT industry. They are also provided with an opportunity to
be mentored by senior company executives who specialise in the career interest they
have selected. The Saturday School initiative also includes the Winter School Programme
for the Matric learners in preparation for their end-of-year exams.

Established 20 years ago with just 11 pupils, the Dimension Data Saturday School has
consistently achieved a 100% pass rate and has assisted hundreds of learners to achieve
their dreams. Last year's graduating class (the class of 2013) achieved 95% university
entrance and 93 distinctions among 45 learners.

The Saturday School is based at Dimension Data's Bryanston head office and tuition
is provided by subject experts and qualified educators, as well as Dimension Data
employee volunteers.

45 learners graduate from Dimension Data Saturday School (South Africa)http://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=99e5c7aa-83de-42f9-8e72-f1d1561bee56http://www.itu.int/ITU-D/sis/newslog/2014/12/09/45LearnersGraduateFromDimensionDataSaturdaySchoolSouthAfrica.aspx
Tue, 09 Dec 2014 10:35:18 GMT<div align="justify">"<a href="http://www.dimensiondata.com/en-ZA">Dimension Data</a>,
the US$6 billion ICT solutions and services provider, has announced that 45 learners
have graduated today from its innovative Saturday School Programme.<br>
<br>
The Dimension Data Saturday School initiative is a two-year programme that benefits
100 grade&nbsp;11 and 12 pupils from 21 public high schools in Gauteng every year.
Learners attend mathematics, physical science, life sciences, English, computer studies
and life skills classes every Saturday.<br>
<br>
´Our objective with the Saturday School is to produce high-calibre learners who will
go on to achieve their ambitions in whatever sphere of life or business they choose.
We give them the tools to be able to take the next step in their life through a good
Matric pass. I have no doubt this class will continue in the footsteps of their predecessors
and do exceptionally well in the 2014 Matric exams. We are very excited about what
the future holds for these bright young minds,´ says <a href="http://www.itweb.co.za/office/dimension_data/archive.php?tag=Zellah+Fuphe">Zellah
Fuphe</a>, Executive, Strategic Relations at Dimension Data Middle East and Africa.<br>
<br>
Learners are accepted into the programme in grade 11, following a stringent selection
process based on merit, academic performance, communication skills, attitude and leadership
potential.<br>
<br>
In addition to working through the formal syllabus, the learners receive leadership,
entrepreneurship and social skills training, all aimed at preparing them for challenges
beyond Matric. Grade 12 learners participate in the company's career day initiative,
where they are exposed to the various career opportunities available at Dimension
Data and to the broader ICT industry. They are also provided with an opportunity to
be mentored by senior company executives who specialise in the career interest they
have selected. The Saturday School initiative also includes the Winter School Programme
for the Matric learners in preparation for their end-of-year exams.<br>
<br>
Established 20 years ago with just 11 pupils, the Dimension Data Saturday School has
consistently achieved a 100% pass rate and has assisted hundreds of learners to achieve
their dreams. Last year's graduating class (the class of 2013) achieved 95% university
entrance and 93 distinctions among 45 learners.<br>
<br>
The Saturday School is based at Dimension Data's Bryanston head office and tuition
is provided by subject experts and qualified educators, as well as Dimension Data
employee volunteers.<br>
<br>
Source: <a href="http://www.itweb.co.za/office/dimension_data/PressRelease.php?StoryID=254878">Dimensio
Data</a>)<br>
<br>
</div>
<p align="justify">
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=99e5c7aa-83de-42f9-8e72-f1d1561bee56" />CommunicationsDigital literacyEmployment and entrepreneurshipICT in EducationYouthhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=b0d85535-9788-45ce-84f9-292b925b298ahttp://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=b0d85535-9788-45ce-84f9-292b925b298aSome Other User

The TechGirls Mentorship initiative in Rwanda has created a platform where female
role models and successful individuals in the STEM industry have come together as
mentors for young female TVET graduates.

GIZ and Tech Women launched TechGirls Mentorship initiative to equip female students
from Technical universities with professional guidance of vastly experienced mentors
and at the same time providing an opportunity to implement the acquired knowledge
and skills directly within the enterprise.

Today, Rwanda is very well known for initiatives and policies that empower girls and
women. It is the first country in the world whose national parliament contains the
highest rate of women representatives, i.e 64% as per 2013 report.

Hence, women in Rwanda are no longer considered mothers and wives only but also as
leaders who actively contribute in political matters that shape the nation. In spite
of all these efforts to fill the gender gap in the leadership positions, some sectors
are still left behind in the race towards gender balance.

The STEM (Sciences, Technology, Engineering and Mathematics) industry in particular,
is still predominantly represented by men. This is due to various reasons, some of
which are; Lack of an early exposure to some of the aspects of the STEM field beyond
Mathematics, Physics and Chemistry, lack of female role models in the STEM fields
and the STEM field is mostly portrayed by society as a hard to pursue field, which
is better left to the male counterparts.

As an attempt to close the gap, the ICT Chamber with the support of Eco-Emploi Program
of the German Development Cooperation (GIZ) has initiated a female ICT mentorship
program TechGirls to tackle the previously mentioned reasons through exposure to
the real world of STEM industry. This initiative is envisioned to encourage young
girls from TVET and high technical schools to pursue courses in the STEM fields with
confidence and passion rather than doubt and low self-esteem.

Senior leader and mentor - guides a less experienced one - junior and mentee. The
process through which a mentor is supporting their mentee in providing them with practical
advices, exchanges, psychological support relevant to their career and professional
development is called mentoring.

The aim of this innovative approach is to provide mentees with professional guidance
of vastly experienced mentors and at the same time providing an opportunity to implement
the acquired knowledge and skills directly within the enterprise.

Through partnership with local companies and institutions in the Tech industry, 10
female students from SOS High Technical School have been given an opportunity to share
the daily experience of female mentors from Rwanda Development Board (RDB), TIGO,
Airtel, Rwanda Information and Communication Technology Association (RICTA) and Axiom
Networks Rwanda for 3 weeks starting from November 11 to December 4, 2014.

Young girls in Rwanda equipped with ICT skills http://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=b0d85535-9788-45ce-84f9-292b925b298ahttp://www.itu.int/ITU-D/sis/newslog/2014/12/09/YoungGirlsInRwandaEquippedWithICTSkills.aspx
Tue, 09 Dec 2014 10:09:22 GMT<br>
<div align="justify"><img src="http://www.myict.gov.rw/typo3temp/pics/21c9e84ff1.png" height="75" width="230">
<br>
<br>
<i>The TechGirls Mentorship initiative in Rwanda has created a platform where female
role models and successful individuals in the STEM industry have come together as
mentors for young female TVET gradua</i>tes.
<br>
<br>
GIZ and Tech Women launched TechGirls Mentorship initiative to equip female students
from Technical universities with professional guidance of vastly experienced mentors
and at the same time providing an opportunity to implement the acquired knowledge
and skills directly within the enterprise.<br>
<br>
Today, Rwanda is very well known for initiatives and policies that empower girls and
women. It is the first country in the world whose national parliament contains the
highest rate of women representatives, i.e 64% as per 2013 report.<br>
<br>
Hence, women in Rwanda are no longer considered mothers and wives only but also as
leaders who actively contribute in political matters that shape the nation. In spite
of all these efforts to fill the gender gap in the leadership positions, some sectors
are still left behind in the race towards gender balance.<br>
<br>
The STEM (Sciences, Technology, Engineering and Mathematics) industry in particular,
is still predominantly represented by men. This is due to various reasons, some of
which are; Lack of an early exposure to some of the aspects of the STEM field beyond
Mathematics, Physics and Chemistry, lack of female role models in the STEM fields
and the STEM field is mostly portrayed by society as a hard to pursue field, which
is better left to the male counterparts.<br>
<br>
As an attempt to close the gap, the ICT Chamber with the support of Eco-Emploi Program
of the German Development Cooperation (GIZ) has initiated a female ICT mentorship
program TechGirls to tackle the previously mentioned reasons through exposure to
the real world of STEM industry. This initiative is envisioned to encourage young
girls from TVET and high technical schools to pursue courses in the STEM fields with
confidence and passion rather than doubt and low self-esteem.<br>
<br>
Senior leader and mentor - guides a less experienced one - junior and mentee. The
process through which a mentor is supporting their mentee in providing them with practical
advices, exchanges, psychological support relevant to their career and professional
development is called mentoring.<br>
<br>
The aim of this innovative approach is to provide mentees with professional guidance
of vastly experienced mentors and at the same time providing an opportunity to implement
the acquired knowledge and skills directly within the enterprise.<br>
<br>
Through partnership with local companies and institutions in the Tech industry, 10
female students from SOS High Technical School have been given an opportunity to share
the daily experience of female mentors from Rwanda Development Board (RDB), TIGO,
Airtel, Rwanda Information and Communication Technology Association (RICTA) and Axiom
Networks Rwanda for 3 weeks starting from November 11 to December 4, 2014.<br>
<br>
(Source: <a href="http://www.myict.gov.rw/press-room/latest-news/latest-news/?tx_ttnews[tt_news]=212&amp;cHash=7166176d7666092697725a423dd13e63">MYICT
Rwanda</a>)<br>
<br>
</div>
<p align="justify">
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=b0d85535-9788-45ce-84f9-292b925b298a" />CommunicationsCurriculum DevelopmentDigital literacyGenderICT in EducationYouthhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=b773069a-2bba-41aa-a475-da4a4bd4c129http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=b773069a-2bba-41aa-a475-da4a4bd4c129Some Other User

The W.TEC Academy has commenced in 5 schools in the Lagos Mainland area. The pilot
phase of the programme has indeed shown great potential for the future of the programme.
The Academy is an initiative of the Womens Technology Empowerment Centre with its
supporters, set out to set up computer clubs for girls in public schools to improve
the gender gap in the Tech world rite from the school level. This project will is
a beautiful one as it is set to inspire our girls to the Technology world, Tech Entrepreneurial
skills.

The project will be aiming at promoting volunteerism for its instructors and development
of the ICT utilisation in public schools in Lagos. The program which will be conducted
once a week in the schools during their society and clubs periods will have 25 girls
per school. The one year program will be divided into three terms where the girls
will be taken through the various levels of computer training starting with Word processing,
Multi  media and spreadsheets before moving on to web design and html coding in the
second term.

W.TEC Academy - Nigeriahttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=b773069a-2bba-41aa-a475-da4a4bd4c129http://www.itu.int/ITU-D/sis/newslog/2014/12/09/WTECAcademyNigeria.aspx
Tue, 09 Dec 2014 09:15:46 GMT<br>
<div align="justify"><img src="http://www.w-teconline.org/blog/wp-content/uploads/2014/11/DSC_0017-300x199.jpg">
<br>
<br>
The W.TEC Academy has commenced in 5 schools in the Lagos Mainland area. The pilot
phase of the programme has indeed shown great potential for the future of the programme.
The Academy is an initiative of the Womens Technology Empowerment Centre with its
supporters, set out to set up computer clubs for girls in public schools to improve
the gender gap in the Tech world rite from the school level. This project will is
a beautiful one as it is set to inspire our girls to the Technology world, Tech Entrepreneurial
skills.<br>
<br>
The project will be aiming at promoting volunteerism for its instructors and development
of the ICT utilisation in public schools in Lagos. The program which will be conducted
once a week in the schools during their society and clubs periods will have 25 girls
per school. The one year program will be divided into three terms where the girls
will be taken through the various levels of computer training starting with Word processing,
Multi  media and spreadsheets before moving on to web design and html coding in the
second term.<br>
<br>
The program for now is conducted at Aiyetoro Snr Grammar School, Mobolaji Bank Anthony
Jr Secondary School, Aje Comprehensive Jnr Secondary School, Onike Jnr Secondary School,
Herbert Macaulay Jnr High School.<br>
<br>
(Source: <a href="http://www.w-teconline.org/blog/">W.TEC</a>)<br>
</div>
<p align="justify">
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=b773069a-2bba-41aa-a475-da4a4bd4c129" />CommunicationsDigital literacyEmployment and entrepreneurshipGenderhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=c18a22aa-b439-46e3-bedd-b90d332c2640http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=c18a22aa-b439-46e3-bedd-b90d332c2640Some Other User

Airtel Rwanda has kicked off a two-week mentorship programme in partnership with
TechWomen Rwanda, an organisation that aims to encourage more women in Rwanda to take
on careers in the fields of Science, Technology Engineering and Mathematics (STEM).

TechWomen is an initiative of the U.S. Department of States Bureau of Educational
and Cultural Affairs. It is a professional mentorship and exchange programme developed
in response to US President Barrack Obamas efforts to strengthen relations between
the United States with the Middle East and Africa.

Commenting on the programme, Airtel Head of Corporate Communications and CSR, Ms Denise
Umunyana said, ´Technology increasingly becomes central to all our day-to-day operations
and we believe it is important to have more and more ladies taking part in this field.´
She added: ´Two young ladies have been selected to take part in a mentorship programme
with Airtel Rwanda and our focus will be in the fields of Information Technology and
Network. This mentorship programme is not only about Airtel sharing its rich knowledge
and expertise with the youth but more about ensuring a trained and well experienced
workforce for future Rwanda.´

Speaking on behalf of TechWomen Rwanda, Ms Angel Bisamaza, one of the alumni said,
´We are more than grateful to partner with Airtel Rwanda in this mentorship programme
that will help the young girls get the necessary expertise they need in order for
them to take on technology as a career or enterprise business. This is one step close
in closing the gap between men and women in the fields of Science, Technology Engineering
& Mathematics.´ In her concluding remarks, Ms Umunyana said: ´We are pleased to
take these girls on and mentor them. This programme also currently aligns with our
social responsibility focus which is to empower youth in the field of Mathematics
and Technology. We shall continue to engage in youth initiatives such as this and
more because we believe that the youth today will be the future tomorrow.´

Rwanda: Airtel Rwanda Partners With TechWomen On Mentorshiphttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=c18a22aa-b439-46e3-bedd-b90d332c2640http://www.itu.int/ITU-D/sis/newslog/2014/12/09/RwandaAirtelRwandaPartnersWithTechWomenOnMentorship.aspx
Tue, 09 Dec 2014 09:13:39 GMT<br>
<div align="justify"><img src="http://cdn.audiencemedia.com/var/cio/storage/images/media/images/tech4/672395-1-eng-GB/tech_article_full.png" height="158" width="327">
<br>
<br>
Airtel Rwanda has kicked off a two-week mentorship programme in partnership with
TechWomen Rwanda, an organisation that aims to encourage more women in Rwanda to take
on careers in the fields of Science, Technology Engineering and Mathematics (STEM).<br>
<br>
TechWomen is an initiative of the U.S. Department of States Bureau of Educational
and Cultural Affairs. It is a professional mentorship and exchange programme developed
in response to US President Barrack Obamas efforts to strengthen relations between
the United States with the Middle East and Africa.<br>
<br>
Commenting on the programme, Airtel Head of Corporate Communications and CSR, Ms Denise
Umunyana said, ´Technology increasingly becomes central to all our day-to-day operations
and we believe it is important to have more and more ladies taking part in this field.´
She added: ´Two young ladies have been selected to take part in a mentorship programme
with Airtel Rwanda and our focus will be in the fields of Information Technology and
Network. This mentorship programme is not only about Airtel sharing its rich knowledge
and expertise with the youth but more about ensuring a trained and well experienced
workforce for future Rwanda.´<br>
<br>
Speaking on behalf of TechWomen Rwanda, Ms Angel Bisamaza, one of the alumni said,
´We are more than grateful to partner with Airtel Rwanda in this mentorship programme
that will help the young girls get the necessary expertise they need in order for
them to take on technology as a career or enterprise business. This is one step close
in closing the gap between men and women in the fields of Science, Technology Engineering
&amp; Mathematics.´ In her concluding remarks, Ms Umunyana said: ´We are pleased to
take these girls on and mentor them. This programme also currently aligns with our
social responsibility focus which is to empower youth in the field of Mathematics
and Technology. We shall continue to engage in youth initiatives such as this and
more because we believe that the youth today will be the future tomorrow.´<br>
<br>
(Source: <a href="http://www.cio.co.ke/news/top-stories/airtel-rwanda-partners-with-techwomen-on-mentorship">CIO
East Africa</a>)<br>
</div>
<p align="justify">
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=c18a22aa-b439-46e3-bedd-b90d332c2640" />CommunicationsDigital literacyGenderICT in Educationhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=c11404f8-c4bc-4032-91c5-b973696a6d85http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=c11404f8-c4bc-4032-91c5-b973696a6d85Some Other User

"Global Report: Community, Mentorship, Parent Engagement Are
Crucial to Girls' Participation in Making

A new global report produced by Intel Corporation indicates that girls and women involved
with ´making,´ designing and creating things with electronic tools, may build stronger
interest and skills in computer science and engineering  which could potentially
reduce the growing gender gap in these fields.

With 16 million makers in the United States alone, the maker movement  a wave of
tech-inspired, do-it-yourself innovation  is extensive and rapidly expanding. Unfortunately,
so is the gender gap in computer science and engineering graduates. Intel's report,
´MakeHers: Engaging Girls and Women in Technology through Making, Creating and Inventing,´
explores how maker activities can serve as a gateway to computer science and engineering
for girls and women, and it identifies ways to better engage girls and women in making
in order to increase female representation in these fields.

´Intel believes that making brings ideas to life and spurs innovation, and we want
to ensure that girls and women take part in this movement,´ said Aysegul Ildeniz,
vice president of the New Devices Group and general manager of Strategy and Business
Development at Intel. ´This report provides key insights on how to better engage girls
and women in computer science and engineering and help them access opportunities to
invent and create the future.´

The ´MakeHers´ report, created in consultation with experts including the Girl Scouts*
and the Maker Education Initiative*, reflects Intel's commitment to increase access
to and interest in computer science and engineering, especially among girls, women
and underrepresented minorities.

´With its groundbreaking new report, Intel is demonstrating how the maker movement
has helped turn a generation of tech-savvy girls  nearly all of whom grew up in the
digital age  into the leaders and entrepreneurs of the economy of tomorrow,´ said
Anna Maria Chavez, CEO of the Girl Scouts of the USA.

Key global findings1 from Intel's ´MakeHers´ report include:
In the U.S., Making Is Already Popular with Tweens and Teens  Both Girls and Boys

Girls and boys in the United States are equally likely to be ´tech makers´: 1 in 4
tweens and teens have made things with technology during the past year, and 7 in 10
would like to learn to make something with electronics.

Making and Inventing Provides Multiple Entry Points to Engage and Interest Girls
and Women in Computer Science and Engineering

Girls and women who make, design and create things with electronic tools may build
stronger interest and skills in computer science and engineering.

Female makers come to making through multiple pathways that include arts, design,
crafting and textiles.

Making can help girls and women learn new content and technologies and provide an
avenue for them to engage in scientific and engineering problems that align with their
interests.

Girls and Women Face Constraints to Participating in Making
Female and male makers face similar challenges to making, such as lack of money, information
and access to tools and materials. However, female makers experience additional challenges:

1 in 3 female makers say lack of mentorship is a challenge.

1 in 6 have been excluded from making because of their gender.

1 in 6 face cultural biases about the appropriateness of women in making.

1 in 14 don't feel safe going to the places where maker activities are held.

Key Recommendations to Engage Girls and Women in Making

Build more girls- and women-inclusive maker environments in public places,
such as libraries and schools.

Design makerspaces that enable open-ended investigation of projects meaningful
to girls and women.

Develop initiatives that give girls more access to makers their own age and
female mentors.

Encourage parents to "embrace the mess" and engage in making with their children.

Align making activities, such as coding and making hardware, with current trends
and personal interests to attract girls.

Include facilitators in makerspaces to create a safe, supportive and inclusive
environment for girls and women.

The report's findings were drawn from three online surveys2 conducted by Harris Poll
on behalf of Intel. Intel also conducted interviews with leading U.S. experts on STEM,
girls and STEM, and the maker movement, as well as interviews and participant observation
in makerspaces in the United States.

Intel supports the maker movement to encourage innovation and introduce young makers
to computer science and engineering beyond the traditional classroom setting. In October
2013, Intel announced a large-scale donation of 50,000 Intel®
Galileo development boards to universities worldwide. Intel is also a founding
sponsor of the Maker Education Initiative along
with Maker Media*, Pixar* and Cognizant*, and its Start
Making!* program, which aims to build creative confidence and excitement with
children for STEM education.

New Intel Report Finds 'Making' Can Engage Girls in Computer Science and Engineering, Potentially Reducing Tech Gender Gaphttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=c11404f8-c4bc-4032-91c5-b973696a6d85http://www.itu.int/ITU-D/sis/newslog/2014/12/08/NewIntelReportFindsMakingCanEngageGirlsInComputerScienceAndEngineeringPotentiallyReducingTechGenderGap.aspx
Mon, 08 Dec 2014 21:08:59 GMT<div align="justify">"<b>Global Report: Community, Mentorship, Parent Engagement Are
Crucial to Girls' Participation in Making </b>
<br>
<br>
A new global report produced by Intel Corporation indicates that girls and women involved
with ´making,´ designing and creating things with electronic tools, may build stronger
interest and skills in computer science and engineering  which could potentially
reduce the growing gender gap in these fields.<br>
<br>
With 16 million makers in the United States alone, the maker movement  a wave of
tech-inspired, do-it-yourself innovation  is extensive and rapidly expanding. Unfortunately,
so is the gender gap in computer science and engineering graduates. Intel's report,
´MakeHers: Engaging Girls and Women in Technology through Making, Creating and Inventing,´
explores how maker activities can serve as a gateway to computer science and engineering
for girls and women, and it identifies ways to better engage girls and women in making
in order to increase female representation in these fields.<br>
<br>
´Intel believes that making brings ideas to life and spurs innovation, and we want
to ensure that girls and women take part in this movement,´ said Aysegul Ildeniz,
vice president of the New Devices Group and general manager of Strategy and Business
Development at Intel. ´This report provides key insights on how to better engage girls
and women in computer science and engineering and help them access opportunities to
invent and create the future.´<br>
<br>
The ´MakeHers´ report, created in consultation with experts including the Girl Scouts*
and the Maker Education Initiative*, reflects Intel's commitment to increase access
to and interest in computer science and engineering, especially among girls, women
and underrepresented minorities.<br>
<br>
´With its groundbreaking new report, Intel is demonstrating how the maker movement
has helped turn a generation of tech-savvy girls  nearly all of whom grew up in the
digital age  into the leaders and entrepreneurs of the economy of tomorrow,´ said
Anna Maria Chavez, CEO of the Girl Scouts of the USA.<br>
<br>
Key global findings1 from Intel's ´MakeHers´ report include:<br>
<b>
<br>
In the U.S., Making Is Already Popular with Tweens and Teens  Both Girls and Boys</b>
<br>
<ul>
<li>
Girls and boys in the United States are equally likely to be ´tech makers´: 1 in 4
tweens and teens have made things with technology during the past year, and 7 in 10
would like to learn to make something with electronics.</li>
</ul>
<b>Making and Inventing Provides Multiple Entry Points to Engage and Interest Girls
and Women in Computer Science and Engineering</b>
<br>
<ul>
<li>
Girls and women who make, design and create things with electronic tools may build
stronger interest and skills in computer science and engineering.</li>
</ul>
<ul>
<li>
Female makers come to making through multiple pathways that include arts, design,
crafting and textiles.</li>
</ul>
<ul>
<li>
Making can help girls and women learn new content and technologies and provide an
avenue for them to engage in scientific and engineering problems that align with their
interests.</li>
</ul>
<b>Girls and Women Face Constraints to Participating in Making</b>
<br>
Female and male makers face similar challenges to making, such as lack of money, information
and access to tools and materials. However, female makers experience additional challenges:<ul>
<li>
1 in 3 female makers say lack of mentorship is a challenge.</li>
</ul>
<ul>
<li>
1 in 6 have been excluded from making because of their gender.</li>
</ul>
<ul>
<li>
1 in 6 face cultural biases about the appropriateness of women in making.</li>
</ul>
<ul>
<li>
1 in 14 don't feel safe going to the places where maker activities are held.</li>
</ul>
<br>
<b>Key Recommendations to Engage Girls and Women in Making</b>
<br>
<ul>
<li>
<b>Build</b> more girls- and women-inclusive maker environments in public places,
such as libraries and schools.</li>
</ul>
<ul>
<li>
<b>Design</b> makerspaces that enable open-ended investigation of projects meaningful
to girls and women.</li>
</ul>
<ul>
<li>
<b>Develop</b> initiatives that give girls more access to makers their own age and
female mentors.</li>
</ul>
<ul>
<li>
<b>Encourage</b> parents to "embrace the mess" and engage in making with their children.</li>
</ul>
<ul>
<li>
<b>Align</b> making activities, such as coding and making hardware, with current trends
and personal interests to attract girls.</li>
</ul>
<ul>
<li>
<b>Include</b> facilitators in makerspaces to create a safe, supportive and inclusive
environment for girls and women.</li>
</ul>
The report's findings were drawn from three online surveys2 conducted by Harris Poll
on behalf of Intel. Intel also conducted interviews with leading U.S. experts on STEM,
girls and STEM, and the maker movement, as well as interviews and participant observation
in makerspaces in the United States.<br>
<br>
Intel supports the maker movement to encourage innovation and introduce young makers
to computer science and engineering beyond the traditional classroom setting. In October
2013, Intel announced a large-scale donation of 50,000 <a href="http://www.intel.com/content/www/us/en/do-it-yourself/galileo-maker-quark-board.html">Intel®
Galileo development boards</a> to universities worldwide. Intel is also a founding
sponsor of the Ma<a href="http://makered.org/">ker Education Initiative</a> along
with Maker Media*, Pixar* and Cognizant*, and its <a href="http://start-making.org/">Start
Making</a>!* program, which aims to build creative confidence and excitement with
children for STEM education.<br>
<br>
Intel also sponsors several global initiatives focused on education and women, such
as the <a href="http://www.intel.com/about/corporateresponsibility/education/programs/iccn/index.htm">Intel
Computer Clubhouse Network</a> and the <a href="http://www.intel.com/content/www/us/en/technology-in-education/girls-and-stem.html">Intel
Global Girls and Women Initiative</a>. More information about the report findings
and Intel's work with the maker community can be found at <a href="http://www.intel.com/newsroom/makers">www.intel.com/newsroom/makers</a> and
on <a href="https://twitter.com/Intelinvolved">Twitter</a>.<br>
<br>
(Source: <a href="http://newsroom.intel.com/community/intel_newsroom/blog/2014/11/13/new-intel-report-finds-making-can-engage-girls-in-computer-science-and-engineering-potentially-reducing-tech-gender-gap">Intel
Newsroom)</a>
<br>
</div>
<p align="justify">
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=c11404f8-c4bc-4032-91c5-b973696a6d85" />CommunicationsCurriculum DevelopmentDigital literacyGenderICT in Educationhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=aab82ec7-1ee7-4613-b042-0eb65bc753f2http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=aab82ec7-1ee7-4613-b042-0eb65bc753f2Some Other User

"Digify, the Google and IAB SA-backed three-month digital bootcamp run by youth agency
Livity Africa, is calling talented 18-to-25-year-olds to apply for its January 2015
intake.

Commencing in Johannesburg in mid-January 2015, 15 young people will join the successful
initiative which has seen graduates start their careers in some of the country's top
digital agencies including Native VML and Retroviral.

Livity Africa Managing Director Gavin Weale says: ´What is really unique about this
bootcamp is our strong links with leaders in the digital industry. Not only is Google
funding the initiative, they provide Google experts to ensure the young people receive
up-to-date training with Search, AdWords, Analytics and YouTube and as well as running
campaigns on other social media networks.´

´In addition to gaining technical skills, our Digifyers work closely with brands and
agencies to develop campaigns for real live briefs. In the last two cohorts, they
have developed campaign ideas for brands like Red Bull, Kit Kat, Nescafé, MTN, Nandos
and Mountain Dew,´ says Weale.

Skilled individuals to sustain South Africa's fast digital growth

Google South Africa Country Marketing Manager Elizma Nolte says: ´We are delighted
to continue supporting Digify as part of a local initiative to grow digital talent
in South Africa. We have been impressed with the talent emerging from Digify, and
initiatives like these are of utmost importance in making sure we have skilled individuals
to sustain South Africa's fast digital growth.´

Weale adds, ´As an industry, we need to fill a gap of at least a quarter of the current
workforce (IT Web, 2011). Digify aims to place all graduates in paid entry level jobs
or internships in the digital industry with the first round of cohorts placed in agencies
like Native VML, Retroviral, FoxP2, Casson Media, Aqua Agency and iClinic.´

´Our current cohort of graduates will be available for paid internships or roles from
mid-December 2014, so get in touch if you are looking for next generation talent,´
says Weale.

Tumelo Popela graduated from Digify in May and has gone on to work for Native VML.
´Thanks to Digify, I got to learn a great deal and ended up working for the agency
I've always dreamt of. I have one of the most talented and inspiring managers who
has helped me transition into my career. Digify is a wonderful programme for people
who want to get into the digital space but need a head start. I'm really glad I joined
Digify,´ says Popela.

If you are an agency, brand or organisation who would like to place Digify graduates
in your company, provide an innovative speaker for our weekly industry talks or submit
a real live brief for our talented young team to respond to, please contact Hlengiwe
Simelane at hlengiwe@livityafrica.com
or 011 028 7487."

South Africa: Applications Open for January 2015 Intake of Digify Candidateshttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=aab82ec7-1ee7-4613-b042-0eb65bc753f2http://www.itu.int/ITU-D/sis/newslog/2014/12/08/SouthAfricaApplicationsOpenForJanuary2015IntakeOfDigifyCandidates.aspx
Mon, 08 Dec 2014 21:01:26 GMT<div align="justify"><img src="http://cdn.biz-file.com/c/1411/239848.jpg">
<br>
<br>
"Digify, the Google and IAB SA-backed three-month digital bootcamp run by youth agency
Livity Africa, is calling talented 18-to-25-year-olds to apply for its January 2015
intake.
<br>
<br>
Commencing in Johannesburg in mid-January 2015, 15 young people will join the successful
initiative which has seen graduates start their careers in some of the country's top
digital agencies including Native VML and Retroviral.<br>
<br>
Livity Africa Managing Director Gavin Weale says: ´What is really unique about this
bootcamp is our strong links with leaders in the digital industry. Not only is Google
funding the initiative, they provide Google experts to ensure the young people receive
up-to-date training with Search, AdWords, Analytics and YouTube and as well as running
campaigns on other social media networks.´
<br>
<br>
´In addition to gaining technical skills, our Digifyers work closely with brands and
agencies to develop campaigns for real live briefs. In the last two cohorts, they
have developed campaign ideas for brands like Red Bull, Kit Kat, Nescafé, MTN, Nandos
and Mountain Dew,´ says Weale.
<br>
<br>
<b>Skilled individuals to sustain South Africa's fast digital growth</b>
<br>
<br>
Google South Africa Country Marketing Manager Elizma Nolte says: ´We are delighted
to continue supporting Digify as part of a local initiative to grow digital talent
in South Africa. We have been impressed with the talent emerging from Digify, and
initiatives like these are of utmost importance in making sure we have skilled individuals
to sustain South Africa's fast digital growth.´<br>
<br>
Weale adds, ´As an industry, we need to fill a gap of at least a quarter of the current
workforce (IT Web, 2011). Digify aims to place all graduates in paid entry level jobs
or internships in the digital industry with the first round of cohorts placed in agencies
like Native VML, Retroviral, FoxP2, Casson Media, Aqua Agency and iClinic.´<br>
<br>
´Our current cohort of graduates will be available for paid internships or roles from
mid-December 2014, so get in touch if you are looking for next generation talent,´
says Weale.<br>
<br>
Tumelo Popela graduated from Digify in May and has gone on to work for Native VML.
´Thanks to Digify, I got to learn a great deal and ended up working for the agency
I've always dreamt of. I have one of the most talented and inspiring managers who
has helped me transition into my career. Digify is a wonderful programme for people
who want to get into the digital space but need a head start. I'm really glad I joined
Digify,´ says Popela.<br>
<br>
For more information and to apply for Digify, visit <a href="http://livemag.co.za/now-taking-applications-round-three-digify/">http://livemag.co.za/now-taking-applications-round-three-digify/</a>.
Applications close Sunday, 30 November and you must be available to start mid-January
2015.<br>
<br>
If you are an agency, brand or organisation who would like to place Digify graduates
in your company, provide an innovative speaker for our weekly industry talks or submit
a real live brief for our talented young team to respond to, please contact Hlengiwe
Simelane at <a href="mailto:hlengiwe@livityafrica.com">hlengiwe@livityafrica.com</a>&nbsp;
or 011 028 7487."<br>
<br>
(Source: <a href="http://www.bizcommunity.com/Article/196/627/121303.html">Bizcommunity</a>)<br>
</div>
<p align="justify">
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=aab82ec7-1ee7-4613-b042-0eb65bc753f2" />CommunicationsCurriculum DevelopmentDigital literacyEmployment and entrepreneurshipICT in EducationYouthhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=49adc044-56c0-42b7-a355-8566b3d20d9ehttp://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=49adc044-56c0-42b7-a355-8566b3d20d9eSome Other User

"Policy and regulatory changes to focus on greater ICT accessibility

The Model ICT Accessibility Policy Report released in São Paulo,
Brazil recognizes that despite the unprecedented growth in mobile and Internet use
worldwide, very few nations have acted to ensure that persons with disabilities are
part of the technology revolution. The Report is jointly published by the International
Telecommunication Union (ITU) and the Global Initiative for Inclusive Information
and Communication Technologies (G3ict).

The report notes that although many countries have information and communication technology
(ICT) laws, policies and regulations that generally support the principles of universal
access to ICT, the needs of the disability community are different and require a deliberate
additional focus on ICT accessibility by legislators, policy-makers and regulators
aimed at removing barriers to ICT use.

The policy framework was launched today at the Accessible Americas meeting organized
by ITU, UNESCO, Brazil and the National Secretariat for the Promotion of the Rights
of People with Disabilities of the Human Rights Secretariat of the Presidential Cabinet
of the Brazilian Republic (SDH) in São Paolo, Brazil.

Bearing in mind the barriers faced by persons with disabilities in using many mainstream
ICTs, the report is designed to guide national policy-makers and regulators in creating
their own ICT accessibility policy frameworks in consultation with persons with disabilities.
It focuses on different aspects of ICT accessibility, namely amendments to the existing
ICT legal framework, public ICT access, mobile communications, television/video programming,
government websites and public procurement of accessible ICTs.

´ITU is working with all stakeholders towards global ICT accessibility and affordability
in all countries and regions and by all peoples, including persons with disabilities,´
says ITU Secretary-General Hamadoun I. Touré. ´There is no doubt that ICTs can enable
and accelerate access to resources such as education and health care for persons with
disabilities leading to their greater social, economic and political inclusion.´

´The report contains concrete steps that can be taken to make meaningful rules and
regulations to ensure that ICT accessibility becomes a reality on the ground,´ says
Mr Brahima Sanou, Director of the ITU Telecommunication Development Bureau. ´It helps
regulators and policy makers to become action-oriented.´

´ITUs leadership in promoting ICT accessibility plays an important role in realizing
the promises of the Convention on the Rights of Persons with Disabilities´, says Axel
Leblois, President and Executive Director of G3ict. ´The report, which is the result
of seven years of cooperation between ITU and G3ict, offers easy to use policy frameworks
inspired by existing good practices and available technologies from around the world.
It also emphasizes the critical importance of involving relevant stakeholders in developing
and monitoring ICT accessibility policies with the active participation of persons
with disabilities. Mr Leblois added: It is our hope that the model policies presented
in the report will help accelerate the accessibility of essential ICT products and
services for citizens of all abilities.´

The Model ICT accessibility policy report is developed for ICT policy-makers, regulators
and other stakeholders active in ICT and/or disability issues, including non-governmental
organizations (NGOs), organizations of persons with disabilities, and parliamentarians.

At the last World Telecommunication Development Conference (WTDC
2014) held in April this year, ITU Members reaffirmed, by adopting Resolution
58, the need for accessible ICTs for persons with disabilities through the development
of national legal frameworks, laws, regulations and policies. Likewise, the ITU Plenipotentiary
Conference held in Busan, Republic of Korea, October-November 2014, established the
Connect 2020 Agenda which includes four high-level goals: growth, inclusiveness, sustainability
and innovation, and partnership. The goals are accompanied by a set of targets, among
which ´Enabling environments ensuring accessible telecommunications/ICTs for persons
with disabilities should be established in all countries by 2020´.

Digital
Inclusion is part of the ITU Telecommunication Development Sectors activities
designed to promote ICT accessibility and use for the social and economic development
of people with specific needs, including indigenous peoples and people living in rural
areas; persons with disabilities; women and girls; and youth and children.

Digital inclusion of persons with disabilities lagging behindhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=49adc044-56c0-42b7-a355-8566b3d20d9ehttp://www.itu.int/ITU-D/sis/newslog/2014/11/14/DigitalInclusionOfPersonsWithDisabilitiesLaggingBehind.aspx
Fri, 14 Nov 2014 21:20:50 GMT<div align="center">
<br>
"<b>Policy and regulatory changes to focus on greater ICT accessibility</b>
<br>
</div>
<br>
<div align="justify">The Model ICT Accessibility Policy Report released in São Paulo,
Brazil recognizes that despite the unprecedented growth in mobile and Internet use
worldwide, very few nations have acted to ensure that persons with disabilities are
part of the technology revolution. The Report is jointly published by the International
Telecommunication Union (ITU) and the Global Initiative for Inclusive Information
and Communication Technologies (G3ict).<br>
<br>
The report notes that although many countries have information and communication technology
(ICT) laws, policies and regulations that generally support the principles of universal
access to ICT, the needs of the disability community are different and require a deliberate
additional focus on ICT accessibility by legislators, policy-makers and regulators
aimed at removing barriers to ICT use.<br>
<br>
The policy framework was launched today at the Accessible Americas meeting organized
by ITU, UNESCO, Brazil and the National Secretariat for the Promotion of the Rights
of People with Disabilities of the Human Rights Secretariat of the Presidential Cabinet
of the Brazilian Republic (SDH) in São Paolo, Brazil.<br>
<br>
Bearing in mind the barriers faced by persons with disabilities in using many mainstream
ICTs, the report is designed to guide national policy-makers and regulators in creating
their own ICT accessibility policy frameworks in consultation with persons with disabilities.
It focuses on different aspects of ICT accessibility, namely amendments to the existing
ICT legal framework, public ICT access, mobile communications, television/video programming,
government websites and public procurement of accessible ICTs.<br>
<br>
´ITU is working with all stakeholders towards global ICT accessibility and affordability
in all countries and regions and by all peoples, including persons with disabilities,´
says ITU Secretary-General Hamadoun I. Touré. ´There is no doubt that ICTs can enable
and accelerate access to resources such as education and health care for persons with
disabilities leading to their greater social, economic and political inclusion.´<br>
<br>
´The report contains concrete steps that can be taken to make meaningful rules and
regulations to ensure that ICT accessibility becomes a reality on the ground,´ says
Mr Brahima Sanou, Director of the ITU Telecommunication Development Bureau. ´It helps
regulators and policy makers to become action-oriented.´<br>
<br>
´ITUs leadership in promoting ICT accessibility plays an important role in realizing
the promises of the Convention on the Rights of Persons with Disabilities´, says Axel
Leblois, President and Executive Director of G3ict. ´The report, which is the result
of seven years of cooperation between ITU and G3ict, offers easy to use policy frameworks
inspired by existing good practices and available technologies from around the world.
It also emphasizes the critical importance of involving relevant stakeholders in developing
and monitoring ICT accessibility policies with the active participation of persons
with disabilities. Mr Leblois added: It is our hope that the model policies presented
in the report will help accelerate the accessibility of essential ICT products and
services for citizens of all abilities.´
<br>
<br>
The Model ICT accessibility policy report is developed for ICT policy-makers, regulators
and other stakeholders active in ICT and/or disability issues, including non-governmental
organizations (NGOs), organizations of persons with disabilities, and parliamentarians.<br>
<br>
The report has been prepared pursuant to the United Nations <a href="http://www.un.org/disabilities/convention/conventionfull.shtml">Convention
on the Rights of Persons with Disabilities</a> and in line with the ITU and G3ict <a href="http://www.e-accessibilitytoolkit.org/">ICT
Accessibility Policy Toolkit</a> for persons with disabilities.<br>
<br>
At the last World Telecommunication Development Conference (<a href="http://www.itu.int/en/ITU-D/Conferences/WTDC/WTDC14/Pages/default.aspx">WTDC
2014</a>) held in April this year, ITU Members reaffirmed, by adopting Resolution
58,&nbsp; the need for accessible ICTs for persons with disabilities through the development
of national legal frameworks, laws, regulations and policies. Likewise, the ITU Plenipotentiary
Conference held in Busan, Republic of Korea, October-November 2014, established the
Connect 2020 Agenda which includes four high-level goals: growth, inclusiveness, sustainability
and innovation, and partnership. The goals are accompanied by a set of targets, among
which ´Enabling environments ensuring accessible telecommunications/ICTs for persons
with disabilities should be established in all countries by 2020´.<br>
<br>
<a href="http://www.itu.int/en/ITU-D/Digital-Inclusion/Pages/default.aspx">Digital
Inclusion</a> is part of the ITU Telecommunication Development Sectors activities
designed to promote ICT accessibility and use for the social and economic development
of people with specific needs, including indigenous peoples and people living in rural
areas; persons with disabilities; women and girls; and youth and children.<br>
<br>
Click <b><a href="http://www.itu.int/en/ITU-D/Digital-Inclusion/Persons-with-Disabilities/Documents/ICT%20Accessibility%20Policy%20Report.pdf">here</a></b> to
download the report."<br>
<br>
<a href="http://www.itu.int/net/pressoffice/press_releases/2014/65.aspx#.VGZobmdxmt8">Further
details</a>
<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=49adc044-56c0-42b7-a355-8566b3d20d9e" />Assistive Technology for DisabledCommunicationsDigital literacyPwDshttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=2fefe377-51c7-472c-a433-536e8a45b882http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=2fefe377-51c7-472c-a433-536e8a45b882Some Other User

TWO tertiary institutions in Abia state namely the State Polytechnic
and College of Health Sciences and Management Technology and a secondary school -
National High School, Azumini in Ukwa East LGA joined some others across the country
to benefit from programmes introduced by the Nigerian Communications Commission (NCC).

The programmes include the Advanced Digital Access Programme For Tertiary Institutions
(ADAPTI), which aimed to bridge the digital divide existing in the academia with the
provision of Computers and other ICT facilities to equip the lecturers and other experts
with technology skills to enrich the quality of teaching and research.

The second programme is the Wireless Cloud, which is a complimentary package comprising
of laptops with Wireless Internet Facilities.

The third Programe tagged, ´Digital Awareness Programe (DAP)´ is for the benefit of
secondary schools with the objectives of preparing the nation for a digital tomorrow
and equipping the youth with necessary skills to tap into the potentials of the digital
age.

Speaking at the official commissioning of ADAPTI at the Abia State Polytechnic and
College of Health Sciences and Management Sciences at different times recently, NCC
Executive Vice Chairman, Dr. Eugene Juwah said that since the introduction of ADAPTI
in year 2008, more that 297 institutions of higher learning in Nigeria have so benefited
from it. Juwah, who was represented by the member representing the South East zone
in the NCC Board Dr. Mike Onyia, also said that in addition to ADAPTI, the NCC introduced
the Wireless Cloud, which according to him, is a complimentary package comprising
of laptops with Wireless Internet Facilities adding that another 144 institutions
including some that already had ADAPTI, have also benefited from the Wireless Cloud,
´this is because the ICT facilities are equipped with e-learning suites that are able
to guarantee extensive learning´.

He said that the DAP has the objectives of preparing the nation for a digital tomorrow
and equipping the youth with necessary skills to tap into the potentials of the digital
age are being effected.

Nigeria: NCC Boosts ICT learning with facilities, training in Abiahttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=2fefe377-51c7-472c-a433-536e8a45b882http://www.itu.int/ITU-D/sis/newslog/2014/11/03/NigeriaNCCBoostsICTLearningWithFacilitiesTrainingInAbia.aspx
Mon, 03 Nov 2014 22:00:50 GMT<div align="justify">TWO tertiary institutions in Abia state namely the State Polytechnic
and College of Health Sciences and Management Technology and a secondary school -
National High School, Azumini in Ukwa East LGA joined some others across the country
to benefit from programmes introduced by the Nigerian Communications Commission (NCC).<br>
<br>
The programmes include the Advanced Digital Access Programme For Tertiary Institutions
(ADAPTI), which aimed to bridge the digital divide existing in the academia with the
provision of Computers and other ICT facilities to equip the lecturers and other experts
with technology skills to enrich the quality of teaching and research.<br>
<br>
The second programme is the Wireless Cloud, which is a complimentary package comprising
of laptops with Wireless Internet Facilities.<br>
<br>
The third Programe tagged, ´Digital Awareness Programe (DAP)´ is for the benefit of
secondary schools with the objectives of preparing the nation for a digital tomorrow
and equipping the youth with necessary skills to tap into the potentials of the digital
age.<br>
<br>
Speaking at the official commissioning of ADAPTI at the Abia State Polytechnic and
College of Health Sciences and Management Sciences at different times recently, NCC
Executive Vice Chairman, Dr. Eugene Juwah said that since the introduction of ADAPTI
in year 2008, more that 297 institutions of higher learning in Nigeria have so benefited
from it. Juwah, who was represented by the member representing the South East zone
in the NCC Board Dr. Mike Onyia, also said that in addition to ADAPTI, the NCC introduced
the Wireless Cloud, which according to him, is a complimentary package comprising
of laptops with Wireless Internet Facilities adding that another 144 institutions
including some that already had ADAPTI, have also benefited from the Wireless Cloud,
´this is because the ICT facilities are equipped with e-learning suites that are able
to guarantee extensive learning´.<br>
<br>
He said that the DAP has the objectives of preparing the nation for a digital tomorrow
and equipping the youth with necessary skills to tap into the potentials of the digital
age are being effected.<br>
<br>
(Source: <a href="http://www.ngrguardiannews.com/compulife/55-compulife/184644-ncc-boosts-ict-learning-with-facilities-training-in-abia">The
Guardian</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=2fefe377-51c7-472c-a433-536e8a45b882" />ChildrenCurriculum DevelopmentDigital literacyICT in EducationICT InfrastructureYouthhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=ce23b97e-4218-4115-9ca1-cd5f5120605ehttp://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=ce23b97e-4218-4115-9ca1-cd5f5120605eSome Other User

The Information and Communications Technology Council (ICTC)
and CCI Learning have announced a partnership
to provide innovative learning experiences that promote 21st century business, technology
and communications skills among Canadian youth.

Through their partnership, ICTC and CCI Learning have identified industry certification
´crosswalks´ within Canadas Focus on Information
Technology (FIT) program. Developed by the ICTC, with top educational specialists
and ICT employers, FIT is a nationally-recognized certificate program promoting digital
literacy to advance youth skills development, experiential learning and development
of effective learning resources for students and teachers. It provides secondary school
students with valuable course pathways fostering ICT skills development.

´To identify these crosswalks, we conducted a thorough analysis of learning outcomes
within ICTC's FIT certification paths, comparing them to skill sets required for leading
IT industry certifications. In many cases, FIT learning outcomes almost completely
matched with certification objectives such as those within CompTIA Strata and the
Microsoft Technology Associate (MTA) Software Development certification said Malcolm
Knox, CCI Learning President and CEO. ´Many provinces already include the same learning
outcomes as the ICTC FIT certification paths.´
´Providing secondary school students with a clear and compelling pathway to further
ICT training is a critical part of addressing technology skills shortages´ said Namir
Anani, ICTC President and CEO. ´Our partnership with CCI Learning will be a model
for achieving this for similar agreements across the country.´
Schools choosing to integrate these systems will provide triple recognition to graduates
through national, provincial and industry level certifications. Students can graduate
with multiple industry level certifications in addition to their current certification
programs, bolstering chances for career success.

CCI Learning and ICTCs FIT Certification Industry Crosswalk provides the most effective
education solution. It ensures Canadas success in the global digital economy by investing
in technology education that is tangible and applicable to the labour market.

ICTC and CCI Learning Combine Resources to Boost Canadian Education System http://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=ce23b97e-4218-4115-9ca1-cd5f5120605ehttp://www.itu.int/ITU-D/sis/newslog/2014/11/03/ICTCAndCCILearningCombineResourcesToBoostCanadianEducationSystem.aspx
Mon, 03 Nov 2014 17:30:25 GMT<div align="justify">The Information and Communications Technology Council (ICTC)
and <a href="http://ccilearning.com/fit">CCI Learning</a> have announced a partnership
to provide innovative learning experiences that promote 21st century business, technology
and communications skills among Canadian youth.
<br>
<br>
Through their partnership, ICTC and CCI Learning have identified industry certification
´crosswalks´ within Canadas <a href="http://www.focusit.ca/">Focus on Information
Technology</a> (FIT) program. Developed by the ICTC, with top educational specialists
and ICT employers, FIT is a nationally-recognized certificate program promoting digital
literacy to advance youth skills development, experiential learning and development
of effective learning resources for students and teachers. It provides secondary school
students with valuable course pathways fostering ICT skills development.
<br>
<br>
´To identify these crosswalks, we conducted a thorough analysis of learning outcomes
within ICTC's FIT certification paths, comparing them to skill sets required for leading
IT industry certifications. In many cases, FIT learning outcomes almost completely
matched with certification objectives such as those within CompTIA Strata and the
Microsoft Technology Associate (MTA) Software Development certification said Malcolm
Knox, CCI Learning President and CEO. ´Many provinces already include the same learning
outcomes as the ICTC FIT certification paths.´<br>
´Providing secondary school students with a clear and compelling pathway to further
ICT training is a critical part of addressing technology skills shortages´ said Namir
Anani, ICTC President and CEO. ´Our partnership with CCI Learning will be a model
for achieving this for similar agreements across the country.´<br>
Schools choosing to integrate these systems will provide triple recognition to graduates
through national, provincial and industry level certifications. Students can graduate
with multiple industry level certifications in addition to their current certification
programs, bolstering chances for career success.
<br>
<br>
CCI Learning and ICTCs FIT Certification Industry Crosswalk provides the most effective
education solution. It ensures Canadas success in the global digital economy by investing
in technology education that is tangible and applicable to the labour market.<br>
<br>
<a href="http://www.focusit.ca/about/news-and-events/news/ictc-and-cci-learning/">Further
details</a>
<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=ce23b97e-4218-4115-9ca1-cd5f5120605e" />CommunicationsCurriculum DevelopmentDigital literacyEmployment and entrepreneurshipICT in EducationPartnershipsYouthhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=811e4071-972a-4d88-a97a-909409e9070ahttp://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=811e4071-972a-4d88-a97a-909409e9070aSome Other User

On Thursday 16th of October, Fundi Bots, a Ugandan robotics
company that equips students and developers with robotics skills trained over 20 learners
from the University of Rwanda as well as developers at the kLab innovation space.

And Solomon King, the founder of Fundi Bots, explains what it is all about: ´The thing
about robotics is it is one discipline, but there are a million sub-disciplines in
it. I keep telling the trainees that when theyve finished their first robot, theyve
learnt about electronics, they learnt about logical thinking, theyve learnt about
programming, mechanics, biology and popular science. And that is the main target of
this training among all our works.´

The training lasted a full day running from 9am to 4pm and students learnt a range
of skills ranging from the core of electronics and arduino programming to programming
machines to move and navigate around.

Mark Musasizi, a developer, says the training availed developers with skills that
are timely for the development of Rwanda into a regional ICT hub.

´We cant lean on only knowledge that we get from school. We must source knowledge
elsewhere and be a significant part of ICT development in the country that has set
up the entire necessary infrastructure for us. What we are learning is technology
in developed countries and we need to bring it home and apply it,´ he remarks.

Fundi Bots is a nonprofit organization which builds spaces where passionate young
people can learn, grow and experiment with machines, gadgets and technology they would
not otherwise have access to. Places where curiosity is fostered rather than feared,
where failure is embraced as part of a learning process, and where ideas, however
crazy, are heard and explored without bias or prejudice.

Fundi Bots works with private enterprises, nongovernmental organizations, academia
and other talented and interested parties to create environments where social, commercial
and local solutions can be found for Ugandan problems.

Fundi Bots is currently operating in Uganda but hopes to extend more training activities
to Rwanda and move to about five African countries before the end of next year.

Rwanda developers get training on robotics, hardware programminghttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=811e4071-972a-4d88-a97a-909409e9070ahttp://www.itu.int/ITU-D/sis/newslog/2014/10/21/RwandaDevelopersGetTrainingOnRoboticsHardwareProgramming.aspx
Tue, 21 Oct 2014 20:36:01 GMT<img src="http://www.newtimes.co.rw/files/photos/1413672174developers-training.jpg" height="173" width="269">
<br>
<br>
<div align="justify">On Thursday 16th of October, Fundi Bots, a Ugandan robotics
company that equips students and developers with robotics skills trained over 20 learners
from the University of Rwanda as well as developers at the kLab innovation space.<br>
<br>
And Solomon King, the founder of Fundi Bots, explains what it is all about: ´The thing
about robotics is it is one discipline, but there are a million sub-disciplines in
it. I keep telling the trainees that when theyve finished their first robot, theyve
learnt about electronics, they learnt about logical thinking, theyve learnt about
programming, mechanics, biology and popular science. And that is the main target of
this training among all our works.´<br>
<br>
The training lasted a full day running from 9am to 4pm and students learnt a range
of skills ranging from the core of electronics and arduino programming to programming
machines to move and navigate around.<br>
<br>
Mark Musasizi, a developer, says the training availed developers with skills that
are timely for the development of Rwanda into a regional ICT hub.<br>
<br>
´We cant lean on only knowledge that we get from school. We must source knowledge
elsewhere and be a significant part of ICT development in the country that has set
up the entire necessary infrastructure for us. What we are learning is technology
in developed countries and we need to bring it home and apply it,´ he remarks.<br>
<br>
Fundi Bots is a nonprofit organization which builds spaces where passionate young
people can learn, grow and experiment with machines, gadgets and technology they would
not otherwise have access to. Places where curiosity is fostered rather than feared,
where failure is embraced as part of a learning process, and where ideas, however
crazy, are heard and explored without bias or prejudice.<br>
<br>
Fundi Bots works with private enterprises, nongovernmental organizations, academia
and other talented and interested parties to create environments where social, commercial
and local solutions can be found for Ugandan problems.<br>
<br>
Fundi Bots is currently operating in Uganda but hopes to extend more training activities
to Rwanda and move to about five African countries before the end of next year.<br>
<br>
(Source: <a href="http://www.newtimes.co.rw/section/article/2014-10-19/182095/">The
New Times</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=811e4071-972a-4d88-a97a-909409e9070a" />Curriculum DevelopmentDigital literacyEmployment and entrepreneurshipICT in EducationYouthhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=4a7d4691-91ec-472f-9c4d-aaafd15606e0http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=4a7d4691-91ec-472f-9c4d-aaafd15606e0Some Other User

UNESCO has entered into its first-ever partnership with a private
company based in sub-Saharan Africa. The Funds-In-Trust agreement between Airtel Gabon
and UNESCO will support Train My Generation: Gabon 5000, a three-year project to provide
scientific and entrepreneurial training through ICT to thousands of young people in
Gabon, plus deliver new skills to secondary school teachers.

The mobile company will provide $4.3 million for the project, which will be implemented
by UNESCO. It will start with the establishment of ten Cyber Centres equipped with
servers and computers at schools in Libreville, Port Gentil, Oyem, Franceville, Bitam
and Lambaréné.

At the signing ceremony in Paris, the Director-General of UNESCO welcomed the partnership
with Airtel, pointing out the potential of such cooperation with African corporations.
´The African Private sector is extremely dynamic and I am very proud today to sign
UNESCOs first partnership with a company based in Sub-Saharan Africa,´ stated Irina
Bokova.

Olivier Herve Njapoum, the Director-General of Airtel Gabon, added that his company
was convinced that the youth of Africa will contribute to the development of the continent
if they are provided with good training. ´Through this partnership, Airtel wishes
to benefit from the expertise of one of the most important organizations of the United
Nations System [ ], UNESCO, whose programmes in Africa contribute to the promotion
of innovation based on knowledge technologies,´ he said.

The Ambassador of Gabon, Gisèle Marie Hortense Ossakedjombo-Ngoua Memiaghe, welcomed
the partnership with enthusiasm, invoking ´studies that prove that there is a cause
and effect link between the development of telecommunications and economic development.´

5,000 young people, aged 18 to 35, will receive basic ICT training during the first
phase of the project, which will also provide training in online teaching to 100 secondary
education science teachers. The teachers will use their skills to provide online educational
support to 15,000 secondary school students preparing their end of school exams. But
because the platform used for educational support will be easily accessible, scholastic
support is expected to reach a far greater number of students.

Smaller groups will be taught how to develop applications for mobile phones, operate
cyber cafés and set up cooperative maintenance centres, through the Train My Generation:
Gabon 5000 project.

Train My Generation ICT youth project launched by UNESCO and Airtel Gabonhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=4a7d4691-91ec-472f-9c4d-aaafd15606e0http://www.itu.int/ITU-D/sis/newslog/2014/10/21/TrainMyGenerationICTYouthProjectLaunchedByUNESCOAndAirtelGabon.aspx
Tue, 21 Oct 2014 20:11:32 GMT<img src="http://wa1.www.unesco.org/new/typo3temp/pics/16548982da.jpg" height="167" width="222">
<br>
<br>
<div align="justify">UNESCO has entered into its first-ever partnership with a private
company based in sub-Saharan Africa. The Funds-In-Trust agreement between Airtel Gabon
and UNESCO will support Train My Generation: Gabon 5000, a three-year project to provide
scientific and entrepreneurial training through ICT to thousands of young people in
Gabon, plus deliver new skills to secondary school teachers.<br>
<br>
The mobile company will provide $4.3 million for the project, which will be implemented
by UNESCO. It will start with the establishment of ten Cyber Centres equipped with
servers and computers at schools in Libreville, Port Gentil, Oyem, Franceville, Bitam
and Lambaréné.<br>
<br>
At the signing ceremony in Paris, the Director-General of UNESCO welcomed the partnership
with Airtel, pointing out the potential of such cooperation with African corporations.
´The African Private sector is extremely dynamic and I am very proud today to sign
UNESCOs first partnership with a company based in Sub-Saharan Africa,´ stated Irina
Bokova.<br>
<br>
Olivier Herve Njapoum, the Director-General of Airtel Gabon, added that his company
was convinced that the youth of Africa will contribute to the development of the continent
if they are provided with good training. ´Through this partnership, Airtel wishes
to benefit from the expertise of one of the most important organizations of the United
Nations System [ ], UNESCO, whose programmes in Africa contribute to the promotion
of innovation based on knowledge technologies,´ he said.<br>
<br>
The Ambassador of Gabon, Gisèle Marie Hortense Ossakedjombo-Ngoua Memiaghe, welcomed
the partnership with enthusiasm, invoking ´studies that prove that there is a cause
and effect link between the development of telecommunications and economic development.´
<br>
<br>
5,000 young people, aged 18 to 35, will receive basic ICT training during the first
phase of the project, which will also provide training in online teaching to 100 secondary
education science teachers. The teachers will use their skills to provide online educational
support to 15,000 secondary school students preparing their end of school exams. But
because the platform used for educational support will be easily accessible, scholastic
support is expected to reach a far greater number of students.<br>
<br>
Smaller groups will be taught how to develop applications for mobile phones, operate
cyber cafés and set up cooperative maintenance centres, through the Train My Generation:
Gabon 5000 project.<br>
<br>
(Source: <a href="http://www.unesco.org/new/en/media-services/single-view/news/train_my_generation_ict_youth_project_launched_by_unesco_and_airtel_gabon/back/9597/#.VETI8c5WWt8">UNESCO</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=4a7d4691-91ec-472f-9c4d-aaafd15606e0" />CommunicationsCurriculum DevelopmentDigital literacyEmployment and entrepreneurshipICT in EducationTeacher TrainingYouthhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=e64a4d3f-c39a-4e91-9edf-7d2361c08339http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=e64a4d3f-c39a-4e91-9edf-7d2361c08339Some Other User

"A public-private partnership among USAID, NetHope, Intel Corporation,
World Pulse, World Vision, UN Women, and Women in Technology in Nigeria

The Alliance will create a movement that addresses the Internet gender gap by bringing
more than 600,000 young women online in Nigeria and Kenya in the next 3 years.

Alliance partners will combine efforts to transform the lives and livelihoods of girls
and women in Africa through digital literacy training, relevant content, policy work,
and online social networks. The Alliance will introduce girls and women to the transformative
benefits of the Internet. All partners share a common interest in increasing access
to and use of the Internet to realize the socio-economic benefits for all of bringing
more girls and women online. This effort will expand opportunities for young women
to generate greater income, receive a quality education, increase their sense of empowerment
and equity, extend their support networks, and increase their political participation.

BRIDGING THE INTERNET GAP

Digital Literacy: The integration of digital literacy training into gender
and development programs enables women to access hardware, software, Internet connectivity,
and ongoing support. With mobile platforms, individuals can follow different learning
paths through a variety of channels, such as a mobile learning platform, and phone
and tablet apps.

Knowledge and Voices: The power of digital media connects women and gives them
a global voice. Addressing relevancy through women-tailored content and peer networks
is critical. The Internet can empower women by providing them with an opportunity
to connect with people outside of their communities, which, in turn, creates a strong
incentive for women to continue using information and communications technologies
(ICTs). This will provide long-term benefits in increased confidence and expression.

Economic opportunities: Internet use can increase the opportunities for women
and girls in employment, online work, or improved businesses. ICT-enabled employment
opportunities and skills training can generate social and economic opportunities for
those employed, their families, and their communities.

The 'movement': System-level collaborations can enhance the inclusion of women
and girls in the information society. Together, the Alliance will create a movement
to address the challenges of the Internet gender gap by building, fostering, and supporting
an ecosystem of partners."

Women and the Web Alliance http://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=e64a4d3f-c39a-4e91-9edf-7d2361c08339http://www.itu.int/ITU-D/sis/newslog/2014/09/30/WomenAndTheWebAlliance.aspx
Tue, 30 Sep 2014 21:13:19 GMT<img src="http://www.usaid.gov/sites/default/files/Women-and-the-Web-Fact-Sheet-1_0.jpg" height="264" width="203">
<br>
<br>
<div align="justify">"A public-private partnership among USAID, NetHope, Intel Corporation,
World Pulse, World Vision, UN Women, and Women in Technology in Nigeria<br>
<br>
The Alliance will create a movement that addresses the Internet gender gap by bringing
more than 600,000 young women online in Nigeria and Kenya in the next 3 years.<br>
<br>
Alliance partners will combine efforts to transform the lives and livelihoods of girls
and women in Africa through digital literacy training, relevant content, policy work,
and online social networks. The Alliance will introduce girls and women to the transformative
benefits of the Internet. All partners share a common interest in increasing access
to and use of the Internet to realize the socio-economic benefits for all of bringing
more girls and women online. This effort will expand opportunities for young women
to generate greater income, receive a quality education, increase their sense of empowerment
and equity, extend their support networks, and increase their political participation.<br>
<br>
<b>BRIDGING THE INTERNET GAP</b>
<br>
<br>
<b>Digital Literacy</b>: The integration of digital literacy training into gender
and development programs enables women to access hardware, software, Internet connectivity,
and ongoing support. With mobile platforms, individuals can follow different learning
paths through a variety of channels, such as a mobile learning platform, and phone
and tablet apps.
<br>
<br>
<b>Knowledge and Voices</b>: The power of digital media connects women and gives them
a global voice. Addressing relevancy through women-tailored content and peer networks
is critical. The Internet can empower women by providing them with an opportunity
to connect with people outside of their communities, which, in turn, creates a strong
incentive for women to continue using information and communications technologies
(ICTs). This will provide long-term benefits in increased confidence and expression.
<br>
<br>
<b>Economic opportunities</b>: Internet use can increase the opportunities for women
and girls in employment, online work, or improved businesses. ICT-enabled employment
opportunities and skills training can generate social and economic opportunities for
those employed, their families, and their communities.
<br>
<br>
<b>The 'movement'</b>: System-level collaborations can enhance the inclusion of women
and girls in the information society. Together, the Alliance will create a movement
to address the challenges of the Internet gender gap by building, fostering, and supporting
an ecosystem of partners."<br>
<br>
(Source: <a href="http://www.usaid.gov/news-information/fact-sheets/women-and-web-alliance">USAID</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=e64a4d3f-c39a-4e91-9edf-7d2361c08339" />CommunicationsDigital literacyGenderPartnershipshttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=39e64ad1-e4ab-4664-a4cb-a160481d5855http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=39e64ad1-e4ab-4664-a4cb-a160481d5855Some Other User

"The United Nations E-Government Survey presents a systematic
assessment of the use and potential of information and communication technologies
to transform the public sector by enhancing efficiency, effectiveness, transparency,
accountability, access to public services and citizen participation in the 193 Member
States of the United Nations, and at all levels of development."

United Nations E-Government Survey 2014: E-Government for the Future We Wanthttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=39e64ad1-e4ab-4664-a4cb-a160481d5855http://www.itu.int/ITU-D/sis/newslog/2014/09/30/UnitedNationsEGovernmentSurvey2014EGovernmentForTheFutureWeWant.aspx
Tue, 30 Sep 2014 21:07:19 GMT<img src="http://unpan3.un.org/egovkb/portals/egovkb/main_thumb.png" height="128" width="368">
<br>
<br>
<div align="justify">"The United Nations E-Government Survey presents a systematic
assessment of the use and potential of information and communication technologies
to transform the public sector by enhancing efficiency, effectiveness, transparency,
accountability, access to public services and citizen participation in the 193 Member
States of the United Nations, and at all levels of development."<br>
</div>
<br>
<a href="http://unpan3.un.org/egovkb/Reports/UN-E-Government-Survey-2014">View Publication</a>
<br>
<br>
<a href="http://unpan3.un.org/egovkb#.VCmL3c5WWt8">Further details</a>
<br>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=39e64ad1-e4ab-4664-a4cb-a160481d5855" />CommunicationsDigital literacyhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=cd138f9a-4c89-4218-98f0-68566627da85http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=cd138f9a-4c89-4218-98f0-68566627da85Some Other User

Today, Cisco and the Ontario Science Centre announced their vision to advance the
Centre's interactivity and accessibility. Cisco's investment in state of the art Information
Communication Technology (ICT) will help transform the Ontario Science Centre into
a ´connected museum´ allowing it to engage even broader audiences in innovative and
interactive approaches to exploring science. In addition, Cisco is also funding the
first ever museum-based Cisco Science Fellow for Innovative Learning Technologies,
with the appointment of the Centre's Sabrina Greupner.

A Commitment to Science Literacy is Important for Canada's Economic Success

According to the World Economic Forum, in the past five years Canada has fallen to
fifteenth from ninth place in economic competitiveness. In addition to investments
in science, technology and innovation, competitive economies need innovative workforces
that are literate in science and technology. Both organizations recognize the importance
of a culture of science and innovation for Canada's economic success.

´With one million visitors per year, including more than 180,000 students, the Ontario
Science Centre is one of the most visited cultural attractions in Canada. This collaboration
will allow us to develop new modalities of interaction with our visitors and to reach
audiences beyond the Centre. Cisco's vision to enable innovation, particularly in
education, is closely aligned with our own, and is one of the reasons this is an excellent
relationship,´ said Dr. Maurice Bitran, CEO, Ontario Science Centre. ´Cisco's leadership
in this alliance has been both innovative and inspirational, and with their technology
solutions and expertise, we hope to offer our visitors unparalleled learning experiences
that will inspire the next generation of innovators.´

Creating a Next Generation ´Connected Museum´

This collaboration will provide the technological infrastructure necessary to bring
science literacy and science, technology, engineering and math (STEM) learning to
broader audiences.

Both organizations will work to modernize and upgrade the Centre's information and
communication systems, allowing it to collaborate with initiatives such as the forthcoming
Cisco Internet of Everything Innovation Centre in Toronto and Cisco's Connected North
program that enhances education and health care services in remote northern communities.

´Today's students will be the architects of tomorrow's Internet of Everything. Encouraging
students to learn and engaging with them in new and exciting ways is key to inspiring
them with the energy and creativity that drives scientific and technological innovation,´
said Nitin Kawale, president, Cisco Canada. ´By exploring technology solutions and
integrating them into the new Science Fellowship, Cisco and the Ontario Science Centre
hope to light a spark in the youth of today and encourage them to explore the potential
that science and technology have to offer.´

While Cisco offers a number of academic fellowships for science and technology education,
the Cisco Science Fellow for Innovative Learning Technologies is its first museum-based
fellowship. The goal of this fellowship is to improve science engagement and literacy
through the use of integrated technologies.

´With a shared commitment to a culture of innovation, learning excellence and engagement
with science, this new alliance opens up so many exciting opportunities,´ said Sabrina
Greupner, manager of the Science Centre's Weston Family Innovation Centre and the
newly appointed Cisco Science Fellow in Innovative Learning Technologies. ´As a liaison
between organizations, my goal is to bring together external collaborators with our
researchers, programmers, teachers and science experts to create innovative learning
experiences and encourage the sharing of best practices.´

This fellowship will allow for research, development and innovation in the use of
integrated technologies and solutions for learning science, enhancing the Centre's
Science Education program, the largest museum-based program of its kind in Canada."

Ontario Science Centre and Cisco collaborate to create a "connected museum", bringing science literacy to broader audiences - Canada http://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=cd138f9a-4c89-4218-98f0-68566627da85http://www.itu.int/ITU-D/sis/newslog/2014/09/25/OntarioScienceCentreAndCiscoCollaborateToCreateAConnectedMuseumBringingScienceLiteracyToBroaderAudiencesCanada.aspx
Thu, 25 Sep 2014 16:58:39 GMT<div align="justify">
<br>
"First museum-based Cisco Science Fellowship for Innovative Learning Technologies
to foster science engagement and innovation through technology.<br>
<br>
Today, Cisco and the Ontario Science Centre announced their vision to advance the
Centre's interactivity and accessibility. Cisco's investment in state of the art Information
Communication Technology (ICT) will help transform the Ontario Science Centre into
a ´connected museum´ allowing it to engage even broader audiences in innovative and
interactive approaches to exploring science. In addition, Cisco is also funding the
first ever museum-based Cisco Science Fellow for Innovative Learning Technologies,
with the appointment of the Centre's Sabrina Greupner.<br>
<br>
<b>A Commitment to Science Literacy is Important for Canada's Economic Success</b>
<br>
<br>
According to the World Economic Forum, in the past five years Canada has fallen to
fifteenth from ninth place in economic competitiveness. In addition to investments
in science, technology and innovation, competitive economies need innovative workforces
that are literate in science and technology. Both organizations recognize the importance
of a culture of science and innovation for Canada's economic success.<br>
<br>
´With one million visitors per year, including more than 180,000 students, the Ontario
Science Centre is one of the most visited cultural attractions in Canada. This collaboration
will allow us to develop new modalities of interaction with our visitors and to reach
audiences beyond the Centre. Cisco's vision to enable innovation, particularly in
education, is closely aligned with our own, and is one of the reasons this is an excellent
relationship,´ said Dr. Maurice Bitran, CEO, Ontario Science Centre. ´Cisco's leadership
in this alliance has been both innovative and inspirational, and with their technology
solutions and expertise, we hope to offer our visitors unparalleled learning experiences
that will inspire the next generation of innovators.´<br>
<br>
<b>Creating a Next Generation ´Connected Museum´</b>
<br>
<br>
This collaboration will provide the technological infrastructure necessary to bring
science literacy and science, technology, engineering and math (STEM) learning to
broader audiences.<br>
<br>
Both organizations will work to modernize and upgrade the Centre's information and
communication systems, allowing it to collaborate with initiatives such as the forthcoming
Cisco Internet of Everything Innovation Centre in Toronto and Cisco's Connected North
program that enhances education and health care services in remote northern communities.<br>
<br>
´Today's students will be the architects of tomorrow's Internet of Everything. Encouraging
students to learn and engaging with them in new and exciting ways is key to inspiring
them with the energy and creativity that drives scientific and technological innovation,´
said Nitin Kawale, president, Cisco Canada. ´By exploring technology solutions and
integrating them into the new Science Fellowship, Cisco and the Ontario Science Centre
hope to light a spark in the youth of today and encourage them to explore the potential
that science and technology have to offer.´<br>
<br>
<b>Visionary Leadership Provided by Cisco Science Fellow for Innovative Learning Technologies</b>
<br>
<br>
While Cisco offers a number of academic fellowships for science and technology education,
the Cisco Science Fellow for Innovative Learning Technologies is its first museum-based
fellowship. The goal of this fellowship is to improve science engagement and literacy
through the use of integrated technologies.<br>
<br>
´With a shared commitment to a culture of innovation, learning excellence and engagement
with science, this new alliance opens up so many exciting opportunities,´ said Sabrina
Greupner, manager of the Science Centre's Weston Family Innovation Centre and the
newly appointed Cisco Science Fellow in Innovative Learning Technologies. ´As a liaison
between organizations, my goal is to bring together external collaborators with our
researchers, programmers, teachers and science experts to create innovative learning
experiences and encourage the sharing of best practices.´<br>
<br>
This fellowship will allow for research, development and innovation in the use of
integrated technologies and solutions for learning science, enhancing the Centre's
Science Education program, the largest museum-based program of its kind in Canada."
<br>
<br>
(Source: <a href="http://newsroom.cisco.com/press-release-content?type=webcontent&amp;articleId=1492465">CISCO</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=cd138f9a-4c89-4218-98f0-68566627da85" />CommunicationsCurriculum DevelopmentDigital literacyICT in EducationICT Infrastructurehttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=32d55a15-a57b-45fb-ba37-9b96fe5fc9e9http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=32d55a15-a57b-45fb-ba37-9b96fe5fc9e9Some Other User

ABOUT 120 teachers from Doregos Private Academy and St Bernadette School in Nigeria
are in the processing of becoming the first schools in Nigeria and Africa to get certified
in the United Nations Educational Scientific and Cultural Organisation (UNESCO) Standard,
Digital Literacy and Microsoft certifications towards preparing students for the new
academic session with 21st century skills which they will need in a world where technology
is prevalent and quickly changing.

The teachers from the schools will be certified as Microsoft Certified Educators
(MCE) and Internet and Computing Core Certified (IC3) professionals. These certifications
differentiate Doregos and St. Bernadette Schools from other teachers in Nigeria and
Africa. The Microsoft Partners in Learning Group has a professional development programme
to help teachers develop the attributes needed for innovative teaching.

The teachers are undergoing rigorous training for four weeks at New Horizons, the
worlds leading IT training institution in Nigeria where they will also sit for the
international certification online to test their competencies in all areas based on
the examination body. This landmark achievement has set a standard of ICT digital
literacy and teaching with technology in schools today for others to emulate.

Mrs. Clementina Doregos, proprietress of the two schools said the training will aid
them to be on same level with what transpires abroad.

She explained that her visit to top schools in USA and UK where teachers and students
are collaborating, innovating and solving problem in classroom in real time shows
that teaching has gone beyond didactic method of training to collaborative method
where teachers and students share knowledge real time in classroom with the use of
technology.

Managing Director of New Horizons, Tim Akano, said that ´Mummy Doregos is such
an exceptional proprietress that is ready for change driven by innovative way of adding
value to her students, teachers, parents and schools.´ He added that the proprietress
informed him how she wants her teachers to be certified and empowered yearly by using
technology to train the students.

New Horizons has developed a curriculum for teachers in line with UNESCO Standard,
Digital Literacy and Microsoft certifications to empower and equip them with 21st
century teaching skills and test their competency. This will address one of the reasons
for the mass failure in West African Examinations Council (WAEC).

According to the Head of National Office, WAEC, Charles Eguridu many Nigerian teachers
are not competent and some teachers could not even read and how will they impact knowledge
you do not possess. He also said that teachers find it difficult to do competency
tests which some state had to reserved for obvious reasons, so the quality of the
teachers in the systems is such that one can not vouch for their competence.

UNESCO, Microsoft offer 120 teachers IT certificationshttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=32d55a15-a57b-45fb-ba37-9b96fe5fc9e9http://www.itu.int/ITU-D/sis/newslog/2014/09/19/UNESCOMicrosoftOffer120TeachersITCertifications.aspx
Fri, 19 Sep 2014 21:00:01 GMT<div align="justify">
<br>
ABOUT 120 teachers from Doregos Private Academy and St Bernadette School in Nigeria
are in the processing of becoming the first schools in Nigeria and Africa to get certified
in the United Nations Educational Scientific and Cultural Organisation (UNESCO) Standard,
Digital Literacy and Microsoft certifications towards preparing students for the new
academic session with 21st century skills which they will need in a world where technology
is prevalent and quickly changing.<br>
<br>
&nbsp;The teachers from the schools will be certified as Microsoft Certified Educators
(MCE) and Internet and Computing Core Certified (IC3) professionals. These certifications
differentiate Doregos and St. Bernadette Schools from other teachers in Nigeria and
Africa. The Microsoft Partners in Learning Group has a professional development programme
to help teachers develop the attributes needed for innovative teaching.<br>
<br>
The teachers are undergoing rigorous training for four weeks at New Horizons, the
worlds leading IT training institution in Nigeria where they will also sit for the
international certification online to test their competencies in all areas based on
the examination body. This landmark achievement has set a standard of ICT digital
literacy and teaching with technology in schools today for others to emulate.<br>
<br>
Mrs. Clementina Doregos, proprietress of the two schools said the training will aid
them to be on same level with what transpires abroad.<br>
<br>
She explained that her visit to top schools in USA and UK where teachers and students
are collaborating, innovating and solving problem in classroom in real time shows
that teaching has gone beyond didactic method of training to collaborative method
where teachers and students share knowledge real time in classroom with the use of
technology.<br>
<br>
&nbsp;Managing Director of New Horizons, Tim Akano, said that ´Mummy Doregos is such
an exceptional proprietress that is ready for change driven by innovative way of adding
value to her students, teachers, parents and schools.´ He added that the proprietress
informed him how she wants her teachers to be certified and empowered yearly by using
technology to train the students.<br>
<br>
New Horizons has developed a curriculum for teachers in line with UNESCO Standard,
Digital Literacy and Microsoft certifications to empower and equip them with 21st
century teaching skills and test their competency. This will address one of the reasons
for the mass failure in West African Examinations Council (WAEC).<br>
<br>
According to the Head of National Office, WAEC, Charles Eguridu many Nigerian teachers
are not competent and some teachers could not even read and how will they impact knowledge
you do not possess. He also said that teachers find it difficult to do competency
tests which some state had to reserved for obvious reasons, so the quality of the
teachers in the systems is such that one can not vouch for their competence.
<br>
<br>
(Source:<a href="http://www.ngrguardiannews.com/compulife/55-compulife/179289-unesco-microsoft-offer-120-teachers-it-certifications"> The
Guardian</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=32d55a15-a57b-45fb-ba37-9b96fe5fc9e9" />Curriculum DevelopmentDigital literacyICT in EducationTeacher Traininghttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=0246dc18-67d3-44c0-b6b9-f821eefa5cebhttp://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=0246dc18-67d3-44c0-b6b9-f821eefa5cebSome Other User

UNESCOs experience in Senegal demonstrates that mobile phones,
computers, internet and TV make literacy courses much more attractive for illiterate
women.

We have demonstrated that technology increases illiterate womens interest in learning
new skills and helps build their confidence, as they are able to read and write their
own messages and use the keyboard to correct their own sentences, says Ann Therese
Ndong-Jatta, Director of UNESCOs Regional Office in Dakar. According to her, the
transition women make in the classes to using mobile phones and computers has become
an attraction and pooled a lot of interest.

Since 2011, UNESCO Dakar has been running the PAJEF
literacy project in Senegal in partnership with government, NGOs and local communities.
While some beneficiaries receive literacy classes face-to-face, the majority
of women learn through DVDs, online and mobile applications and television programmes.

Through this project women can improve both their literacy and IT skills as well as
vocational and life skills, which are also integral parts of the literacy package.
In addition, the project includes financial support given to each class for learners
to develop their own income generating activities.

After the good results obtained in Senegal, UNESCO announced the extension of
the project to Kenya and Nigeria. Gambia has also shown interest in replicating the
project and yet more countries, including Pakistan and Namibia, are interested in
learning more. In this way the project PAJEF is being considered as a model for other
countries to increase the literacy nationwide and particularly among women.

UNESCO: Technology increases illiterate womens interest in learninghttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=0246dc18-67d3-44c0-b6b9-f821eefa5cebhttp://www.itu.int/ITU-D/sis/newslog/2014/09/16/UNESCOTechnologyIncreasesIlliterateWomensInterestInLearning.aspx
Tue, 16 Sep 2014 19:33:56 GMT<img src="http://wa1.www.unesco.org/new/typo3temp/pics/edb6dbac6d.jpg" height="150" width="225">
<br>
<br>
<div align="justify">UNESCOs experience in Senegal demonstrates that mobile phones,
computers, internet and TV make literacy courses much more attractive for illiterate
women.
<br>
<br>
We have demonstrated that technology increases illiterate womens interest in learning
new skills and helps build their confidence, as they are able to read and write their
own messages and use the keyboard to correct their own sentences, says Ann Therese
Ndong-Jatta, Director of UNESCOs Regional Office in Dakar. According to her, the
transition women make in the classes to using mobile phones and computers has become
an attraction and pooled a lot of interest.
<br>
<br>
Since 2011, UNESCO Dakar has been running the <a href="http://www.unesco.org/new/en/dakar/education/literacy/literacy-project-for-young-girls-and-women-in-senegal-pajef/#c661555">PAJEF
literacy project</a> in Senegal in partnership with government, NGOs and local communities.
While some beneficiaries receive literacy classes face-to-face,&nbsp;&nbsp; the majority
of women learn through DVDs, online and mobile applications and television programmes.
<br>
<br>
Through this project women can improve both their literacy and IT skills as well as
vocational and life skills, which are also integral parts of the literacy package.&nbsp;
In addition, the project includes financial support given to each class for learners
to develop their own income generating activities.&nbsp;
<br>
<br>
&nbsp;After the good results obtained in Senegal, UNESCO announced the extension of
the project to Kenya and Nigeria. Gambia has also shown interest in replicating the
project and yet more countries, including Pakistan and Namibia, are interested in
learning more. In this way the project PAJEF is being considered as a model for other
countries to increase the literacy nationwide and particularly among women.
<br>
<br>
(<a href="http://www.unesco.org/new/en/dakar/about-this-office/single-view/news/technology_increases_illiterate_womens_interest_in_learning/#.VAjOY87VCt9">Further
details</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=0246dc18-67d3-44c0-b6b9-f821eefa5ceb" />CommunicationsCurriculum DevelopmentDigital literacyGenderICT in Educationhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=6267d6c5-20a0-467f-9db3-542e89248a22http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=6267d6c5-20a0-467f-9db3-542e89248a22Some Other User

Mxit is a South African social networking platform,
which will provide access to stories, and educational materials to anyone with a mobile.
This company has five million users every month.

According to Carole Bloch, Director of the Project for the Study of Alternative Education
in South Africa (PRAESA),"Research shows that being told stories and being read to
at home are the things most likely to help make children successful learners at school.
Stories, particularly when read or heard in home languages, help children develop
their language skills and imagination as well as their thinking and problem-solving
skills. But not all South Africans have access to children's books and stories - particularly
in their mother tongue.

What most South Africans do have is a cellphone, with mobile penetration now over
100% in the country. By harnessing this tidal wave of mobile communication technology
use in our country, we hope to get even more adults reading and enjoying stories with
their children so it becomes part of their daily lives."
Because children are often just as skilled in technology use as their parents, they
are able to read stories on their own or experience the rewards of sharing stories
with their parents.

"There is a tendency for parents to engage less with their children around E-books
and other forms of digital content. Language and literacy skills are best developed
in the discussion and engagement that takes place when caregivers and young ones share
a story together - and this includes the sharing of stories found on digital devices".

To address this, on the Nal'ibali reading-for-enjoyment app, they invite adults to
sign-up with their children for stories and motivational tips in the language of their
choice. The app prompts users to share stories with their children, given that frequent
practice with reading will encourage higher levels of literacy. Users also earn points
for finishing stories and answering questions. Finally, the app provides a library
of stories, including audio stories, quizzes, and space for reviews. Soon, features
will be added to enable younger children to practice rhymes and all users will be
able to ask experts reading- and writing-related questions.

The app currently enjoys more than 60,000 subscribers and seeks to expand its use.
In that way, Andrew Rudge, CEO of Mxit Reach says, the company can make a lasting
contribution to the development of a reading culture in SA.

New App to support literacy for children will be launched in September (South Africa)http://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=6267d6c5-20a0-467f-9db3-542e89248a22http://www.itu.int/ITU-D/sis/newslog/2014/09/16/NewAppToSupportLiteracyForChildrenWillBeLaunchedInSeptemberSouthAfrica.aspx
Tue, 16 Sep 2014 13:32:56 GMT<div align="justify">On September 08, 2014 a literacy app will be launched by the <a href="http://www.praesa.org.za/nalibali-national-reading-for-enjoyment/#.VA1no87VCt8">Nal'ibali
reading-for-enjoyment campaign</a>, in partnership with Mxit Reach.<br>
<br>
<a href="http://get.mxit.com/">Mxit</a> is a South African social networking platform,
which will provide access to stories, and educational materials to anyone with a mobile.&nbsp;
This company has five million users every month.
<br>
<br>
According to Carole Bloch, Director of the Project for the Study of Alternative Education
in South Africa (PRAESA),"Research shows that being told stories and being read to
at home are the things most likely to help make children successful learners at school.
Stories, particularly when read or heard in home languages, help children develop
their language skills and imagination as well as their thinking and problem-solving
skills. But not all South Africans have access to children's books and stories - particularly
in their mother tongue.<br>
<br>
What most South Africans do have is a cellphone, with mobile penetration now over
100% in the country. By harnessing this tidal wave of mobile communication technology
use in our country, we hope to get even more adults reading and enjoying stories with
their children so it becomes part of their daily lives."<br>
Because children are often just as skilled in technology use as their parents, they
are able to read stories on their own or experience the rewards of sharing stories
with their parents.&nbsp;
<br>
<br>
"There is a tendency for parents to engage less with their children around E-books
and other forms of digital content. Language and literacy skills are best developed
in the discussion and engagement that takes place when caregivers and young ones share
a story together - and this includes the sharing of stories found on digital devices".<br>
<br>
To address this, on the Nal'ibali reading-for-enjoyment app, they invite adults to
sign-up with their children for stories and motivational tips in the language of their
choice. The app prompts users to share stories with their children, given that frequent
practice with reading will encourage higher levels of literacy. Users also earn points
for finishing stories and answering questions.&nbsp; Finally, the app provides a library
of stories, including audio stories, quizzes, and space for reviews.&nbsp; Soon, features
will be added to enable younger children to practice rhymes and all users will be
able to ask experts reading- and writing-related questions.&nbsp;
<br>
<br>
The app currently enjoys more than 60,000 subscribers and seeks to expand its use.
In that way, Andrew Rudge, CEO of Mxit Reach says, the company can make a lasting
contribution to the development of a reading culture in SA.<br>
<br>
<a href="http://allafrica.com/stories/201409040824.html">Further details</a>
<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=6267d6c5-20a0-467f-9db3-542e89248a22" />ChildrenCommunicationsConnected SchoolsCurriculum DevelopmentDigital literacyICT in Educationhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=f8f57131-2e8d-4fc4-86bb-9968c7980d84http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=f8f57131-2e8d-4fc4-86bb-9968c7980d84Some Other User

In order to tackle the lack of locally relevant content and improve
the quality of education in rural areas of Peru, the International Institute for Communication
and Development (IICD) has designed an integrated
solution that turns largely unused laptops into digital offline libraries.

Student reading performance in Peru ranked last in the 2012 OECD PISA test, and rural
education suffers considerably from a lack of culturally and linguistically contextualized
learning materials and expertise. These digital offline libraries contain user-generated
content in local languages and reflect the culture of Perus indigenous communities.

For the last 17 years, IICD has been using existing ICT in innovative ways to solve
day-to-day problems faced by local communities. Although nearly five million Peruvians
speak Quechua, Perus national curriculum is still mostly in Spanish. Spanish-speaking
Peruvians are seven times more likely to achieve satisfactory scores on literacy and
numeracy tests than Quechua speakers. The situation is much worse in disconnected
rural schools. Perus most remote areas in the Andes suffer from poor infrastructure,
a serious shortage of qualified teachers, lack of Internet connectivity and lack of
relevant educational material.

As part of an effort to improve Peruvian education in general, the One Laptop per
Child programme (OLPC) has already provided eight hundred thousand XO laptops for
educational use, but due to lack of training and Internet connectivity, these laptops
have gone largely unused. With suited pedagogical approaches and access to the right
kinds of learning materials and expertise, these computers can be powerful tools for
education. They offer students access to stimulating materials, like videos in their
own language, and allow teachers to offer and create culturally relevant content and
examples. The availability of educational material contextualized to indigenous cultures
and traditional knowledge not only increases the development of students literacy
skills, but also aids in the preservation of local identities.

Locally relevant learning materials for rural schools through Digital Offline Libraries in Peruhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=f8f57131-2e8d-4fc4-86bb-9968c7980d84http://www.itu.int/ITU-D/sis/newslog/2014/09/01/LocallyRelevantLearningMaterialsForRuralSchoolsThroughDigitalOfflineLibrariesInPeru.aspx
Mon, 01 Sep 2014 21:47:03 GMT<img src="http://www.iicd.org/about/news/locally-relevant-learning-materials-for-rural-schools-through-digital-offline-libraries/image_large" height="181" width="272">
<br>
<br>
<div align="justify">In order to tackle the lack of locally relevant content and improve
the quality of education in rural areas of Peru, the International Institute for Communication
and Development (<a href="http://www.iicd.org/">IICD</a>) has designed an integrated
solution that turns largely unused laptops into digital offline libraries.
<br>
<br>
Student reading performance in Peru ranked last in the 2012 OECD PISA test, and rural
education suffers considerably from a lack of culturally and linguistically contextualized
learning materials and expertise. These digital offline libraries contain user-generated
content in local languages and reflect the culture of Perus indigenous communities.
<br>
<br>
For the last 17 years, IICD has been using existing ICT in innovative ways to solve
day-to-day problems faced by local communities. Although nearly five million Peruvians
speak Quechua, Perus national curriculum is still mostly in Spanish. Spanish-speaking
Peruvians are seven times more likely to achieve satisfactory scores on literacy and
numeracy tests than Quechua speakers. The situation is much worse in disconnected
rural schools. Perus most remote areas in the Andes suffer from poor infrastructure,
a serious shortage of qualified teachers, lack of Internet connectivity and lack of
relevant educational material.
<br>
<br>
As part of an effort to improve Peruvian education in general, the One Laptop per
Child programme (OLPC) has already provided eight hundred thousand XO laptops for
educational use, but due to lack of training and Internet connectivity, these laptops
have gone largely unused. With suited pedagogical approaches and access to the right
kinds of learning materials and expertise, these computers can be powerful tools for
education. They offer students access to stimulating materials, like videos in their
own language, and allow teachers to offer and create culturally relevant content and
examples. The availability of educational material contextualized to indigenous cultures
and traditional knowledge not only increases the development of students literacy
skills, but also aids in the preservation of local identities.
<br>
<br>
(Source: <a href="http://www.iicd.org/about/news/locally-relevant-learning-materials-for-rural-schools-through-digital-offline-libraries">IICD</a>)<br>
<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=f8f57131-2e8d-4fc4-86bb-9968c7980d84" />ChildrenDigital literacyICT in EducationICT Infrastructurehttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=e0b2f5ea-b5c9-4f25-b424-b59984991ce2http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=e0b2f5ea-b5c9-4f25-b424-b59984991ce2Some Other User

The Infocomm Development Authority of Singapores (IDA) inaugural
Massive Open Online Course (MOOC) conducted its first class on 6 August, receiving
an overwhelming response. The data sciences specialization course caters to
Singaporean working professionals and achieved more than 350 registrations, with strong
participation from both the private sector and the public sector alike.

With Singapore gearing up to be the worlds first Smart Nation, data sciences and
analytics are becoming increasingly relevant and are playing a greater
role in businesses and government organizations in terms of handling operational
efficiency, engaging customers, as well as anticipating and delivering services. Professionals
with training in data sciences and analytics are expected to be in demand. McKinsey
forecasts that there will be a shortage of 140,000 to 190,000 data sciences and analytics
professionals by 2018 in just the US alone.

In partnership with course provider Coursera, the MOOC pilot offers Singaporeans from
different professional backgrounds the opportunity to develop vital skills that respond
to this growing demand for data sciences and analytics talent, providing them with
opportunities and improving career prospects. An industry recruitment report has shown
that data professionals can expect to earn from $80,000 up to $180,000 or even more
per year.

The IDA MOOC pilot has attracted a broad base of participants with a good proportion
of applicants having five years or less of working experience. However, the course
has also attracted experienced professionals with about 60% of the applicants having
5 years or more working experience.

While about 30% of the applicants come from an IT background, 40% are from a wide
range of sectors such as healthcare, finance and education, reflecting data sciences
and analytics ability to be applied across sectors and areas of work. The remaining
20% of applicants come from data-related professions, seeking to build upon their
existing skills.

We want the participants joining IDA MOOC to not only benefit from a high quality
of learning that improves career prospects, we also want participants to network with...and
learn from... like-minded members of industry, said Mr. Steve Leonard, Executive
Deputy Chairman, IDA. This is an important part of building a data sciences and analytics
community in Singapore.

IDAs First Massive Open Online Course (MOOC) - Singaporehttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=e0b2f5ea-b5c9-4f25-b424-b59984991ce2http://www.itu.int/ITU-D/sis/newslog/2014/08/21/IDAsFirstMassiveOpenOnlineCourseMOOCSingapore.aspx
Thu, 21 Aug 2014 05:19:50 GMT<div align="justify">The Infocomm Development Authority of Singapores (IDA) inaugural
Massive Open Online Course (MOOC) conducted its first class on 6 August, receiving
an overwhelming response. The data sciences specialization course caters to&nbsp;
Singaporean working professionals and achieved more than 350 registrations, with strong
participation from both the private sector and the public sector alike.
<br>
<br>
With Singapore gearing up to be the worlds first Smart Nation, data sciences and
analytics are&nbsp; becoming increasingly relevant and are&nbsp; playing a greater
role in businesses and government organizations in terms of&nbsp; handling operational
efficiency, engaging customers, as well as anticipating and delivering services. Professionals
with training in data sciences and analytics are&nbsp; expected to be in demand. McKinsey
forecasts that there will be a shortage of 140,000 to 190,000 data sciences and analytics
professionals by 2018 in just the US alone.
<br>
<br>
In partnership with course provider Coursera, the MOOC pilot offers Singaporeans from
different professional backgrounds the opportunity to develop vital skills that respond
to this growing demand for data sciences and analytics talent, providing them with
opportunities and improving career prospects. An industry recruitment report has shown
that data professionals can expect to earn from $80,000 up to $180,000 or even more
per year.
<br>
<br>
The IDA MOOC pilot has attracted a broad base of participants with a good proportion
of applicants having five years or less of working experience. However, the course
has also attracted experienced professionals with about 60% of the applicants having
5 years or more working experience.
<br>
<br>
While about 30% of the applicants come from an IT background, 40% are from a wide
range of sectors such as healthcare, finance and education, reflecting data sciences
and analytics ability to be applied across sectors and areas of work. The remaining
20% of applicants come from data-related professions, seeking to build upon their
existing skills.
<br>
<br>
We want the participants joining IDA MOOC to not only benefit from a high quality
of learning that improves career prospects, we also want participants to network with...and
learn from... like-minded members of industry, said Mr. Steve Leonard, Executive
Deputy Chairman, IDA. This is an important part of building a data sciences and analytics
community in Singapore.
<br>
<br>
(Source: <a href="https://www.ida.gov.sg/About-Us/Newsroom/Media-Releases/2014/IDA-first-Massive-Open-Online-Course-training-for-data-science-and-analytics-goes-live">IDA</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=e0b2f5ea-b5c9-4f25-b424-b59984991ce2" />CommunicationsCurriculum DevelopmentDigital literacyICT in EducationICT InfrastructurePartnershipshttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=867207cf-5d75-4de9-8c63-f4858cb07fd2http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=867207cf-5d75-4de9-8c63-f4858cb07fd2Some Other User

As ICTs infiltrate all aspects of our lives, it is critical for
females to actively engage as members of the Information Society. ICTs can provide
for greater gender equality in careers, which is one of the goals of the Venezuelan
government.

Many countries around the world face a shortage of trained ICT personnel and Venezuela
is no exception. In particular, the government recognizes the role girls and
young women can play in filling this impending gap, promoting programs such as Infocentros
Canaimitas, holding training in telecommunications and providing free software to
its citizens.

The number of Internet users in Venezuela is also rapidly increasing. In the
first quarter of 2014, data service providers estimated the number of Internet users
in the country as 13 million, 50% of whom were female, demonstrating the need for
discussion on women and ICT.

Recognizing the work of ITU, including its annual International Girls in ICT Day,
Venezuela understands this need for further discussion on the use of ICTs for female
empowerment. As part of the Conference on Internet Development and Social Transformation
in Caracas on Tuesday, August 12, organized by the Association of Internet Users Venezuela,
Internauta, participants received training on gender mainstreaming and social issues
surrounding women and ICT. Nerissa Aguilera, a computer specialist and participant
in a variety free software initiatives, delivered this training. Aguilera is
also a member of Accessible World, an organization that develops and disseminates
accessible technologies for persons with disabilities.

Additional conference discussion topics included the transition from IPv4 to IPv6,
free Infogobierno technologies, the need for a sovereign system of traffic exchange
points, and other issues related to the use of ICTs for social development.

Women and ICT Discussed at the Conference on Internet Development and Social Transformationhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=867207cf-5d75-4de9-8c63-f4858cb07fd2http://www.itu.int/ITU-D/sis/newslog/2014/08/13/WomenAndICTDiscussedAtTheConferenceOnInternetDevelopmentAndSocialTransformation.aspx
Wed, 13 Aug 2014 13:46:51 GMT<img src="http://www.internauta.org.ve/wp-content/uploads/2014/08/foto_internauta-750x500.jpg" height="192" width="287">
<br>
<br>
<div align="justify">As ICTs infiltrate all aspects of our lives, it is critical for
females to actively engage as members of the Information Society.&nbsp; ICTs can provide
for greater gender equality in careers, which is one of the goals of the Venezuelan
government.&nbsp;
<br>
<br>
Many countries around the world face a shortage of trained ICT personnel and Venezuela
is no exception.&nbsp; In particular, the government recognizes the role girls and
young women can play in filling this impending gap, promoting programs such as Infocentros
Canaimitas, holding training in telecommunications and providing free software to
its citizens.&nbsp;
<br>
<br>
The number of Internet users in Venezuela is also rapidly increasing.&nbsp; In the
first quarter of 2014, data service providers estimated the number of Internet users
in the country as 13 million, 50% of whom were female, demonstrating the need for
discussion on women and ICT.<br>
<br>
Recognizing the work of ITU, including its annual International Girls in ICT Day,
Venezuela understands this need for further discussion on the use of ICTs for female
empowerment.&nbsp; As part of the Conference on Internet Development and Social Transformation
in Caracas on Tuesday, August 12, organized by the Association of Internet Users Venezuela,
Internauta, participants received training on gender mainstreaming and social issues
surrounding women and ICT.&nbsp; Nerissa Aguilera, a computer specialist and participant
in a variety free software initiatives, delivered this training.&nbsp; Aguilera is
also a member of Accessible World, an organization that develops and disseminates
accessible technologies for persons with disabilities.<br>
<br>
Additional conference discussion topics included the transition from IPv4 to IPv6,
free Infogobierno technologies, the need for a sovereign system of traffic exchange
points, and other issues related to the use of ICTs for social development.<br>
<br>
For further information see <a href="http://www.internetvenezuela.net.ve/">http://www.internetvenezuela.net.ve/</a>
<br>
<br>
(Source: <a href="http://www.conatel.gob.ve/#http://www.conatel.gob.ve/index.php/principal/noticiacompleta?id_noticia=3420)">Conatel</a>
<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=867207cf-5d75-4de9-8c63-f4858cb07fd2" />CommunicationsDigital literacyEmployment and entrepreneurshipGenderhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=e3366aa8-418a-47a1-bafd-8d9ef99a5718http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=e3366aa8-418a-47a1-bafd-8d9ef99a5718Some Other User

The UKs Department for International Development (DFID) has
announced a strategic partnership with the private sector to deliver e-learning programmes
in Kenya to thousands of marginalized girls.

Project iMlango addresses the cultural and financial issues that can lead to reduced
school attendance and drop outs, with electronic attendance monitoring and conditional
payments to families. At the programmes core sits an internet learning platform,
accessed via satellite broadband connectivity, where partners provide students with
interactive, individualized learning tools.

According to the project lead, Project iMlango delivers:

- High-speed satellite broadband connectivity to schools;
- Personalized maths tuition with a virtual online tutor, alongside digital learning
content for maths, literacy and life skills;
- Tuition and support to teachers to use ICT in their teaching;
- Electronic attendance monitoring with conditional payments  to incentivise families
to send their daughters to school  for use with local merchants;
- In-field capacity in IT, technology and support resources;
Real-time project monitoring and measurement;

It is important to show some of the most significant scholarly
contributions to knowledge and action towards expanding womens participation in all
communication platforms. The publication proposes a pragmatic research agenda for
the Global Alliance on Media and Gender (GAMAG), looking back, building on the past
and looking to the future.

This volume is divided into four main sections: 1) Gender-based violence, media and
information; 2) Womens access to media; 3) Gender and media policy and strategies;
4) Gender, education, and media and information literacy. The authors are all experts
on the advancement of gender equality. Moreover, they have been involved in both scholarly
and advocacy actions with visible impact at global, regional and national levels.
UNESCO is pleased to have cooperated with the International Association of Communication
Researchers in the preparation of this publication.

Media and gender: a scholarly agenda for the Global Alliance on Media and Genderhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=4557b907-d02b-41d5-b952-8f750a6d253chttp://www.itu.int/ITU-D/sis/newslog/2014/08/04/MediaAndGenderAScholarlyAgendaForTheGlobalAllianceOnMediaAndGender.aspx
Mon, 04 Aug 2014 08:18:06 GMT<img src="http://wa2.www.unesco.org/new/typo3temp/pics/bd23278307.png" height="229" width="162">
<br>
<br>
<div align="justify">It is important to show some of the most significant scholarly
contributions to knowledge and action towards expanding womens participation in all
communication platforms. The publication proposes a pragmatic research agenda for
the Global Alliance on Media and Gender (GAMAG), looking back, building on the past
and looking to the future.
<br>
<br>
This volume is divided into four main sections: 1) Gender-based violence, media and
information; 2) Womens access to media; 3) Gender and media policy and strategies;
4) Gender, education, and media and information literacy. The authors are all experts
on the advancement of gender equality. Moreover, they have been involved in both scholarly
and advocacy actions with visible impact at global, regional and national levels.
UNESCO is pleased to have cooperated with the International Association of Communication
Researchers in the preparation of this publication.<br>
<br>
<a href="http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/publications/media_and_gender_scholarly_agenda_for_gamag.pdf">Download
full text here</a>
<br>
<br>
<br>
<a href="http://www.unesco.org/new/en/communication-and-information/resources/publications-and-communication-materials/publications/full-list/media-and-gender-a-scholarly-agenda-for-the-global-alliance-on-media-and-gender/">More
information</a>
<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=4557b907-d02b-41d5-b952-8f750a6d253c" />CommunicationsCurriculum DevelopmentDigital literacyGenderhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=2f26df3c-ef5c-4f1b-8da4-f7bfa62ac0a5http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=2f26df3c-ef5c-4f1b-8da4-f7bfa62ac0a5Some Other User

Ghana will soon benefit from an innovative project from Samsung
in which shipping containers repurposed into solar-powered classrooms will provide
students in the most remote parts of Africa access to education and innovation.

Samsung's Solar-Powered Internet Schools Initiative is part of Samsungs Citizenship
program and it will bring mobile classrooms filled with gadgets to rural towns.

Each 12-meter portable classroom has space for up to 24 students to learn how to use
computers and how to surf the Internet, many for the first time. The schools are specifically
designed for African conditions, and can withstand energy-scarce environments, harsh
weather conditions and transportation over long distances.

Fold-away solar panels provide enough energy to power the classrooms equipment for
up to nine hours a day, and for one-and-a-half days without any sunlight. The solar
panels are made from rubber, rather than glass, ensuring they are hardy and durable
enough to survive long journeys across the continent.

Samsung is working with the Government of Ghana and the Ministry of Education, local
educators, content developers, school administration and management to integrate the
Internet Schools into local communities in Ghana by the end of July.

Ghana to benefit from Solar Powered Internet School projecthttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=2f26df3c-ef5c-4f1b-8da4-f7bfa62ac0a5http://www.itu.int/ITU-D/sis/newslog/2014/08/04/GhanaToBenefitFromSolarPoweredInternetSchoolProject.aspx
Mon, 04 Aug 2014 08:12:00 GMT<img src="http://media.biztechafrica.com/media/images/stories/_thumbs/solarschool_jpg_410x270_upscale_q85.jpg" height="182" width="275">
<br>
<br>
<div align="justify">Ghana will soon benefit from an innovative project from Samsung
in which shipping containers repurposed into solar-powered classrooms will provide
students in the most remote parts of Africa access to education and innovation.
<br>
<br>
Samsung's Solar-Powered Internet Schools Initiative is part of Samsungs Citizenship
program and it will bring mobile classrooms filled with gadgets to rural towns.<br>
<br>
By outfitting a mobile shipping container with desks, a 65-inch electronic board,
Internet-enabled solar-powered notebooks, Samsung Galaxy tablet computers and Wi-Fi
cameras, children can receive a technology-rich education without traveling far away.<br>
<br>
Each 12-meter portable classroom has space for up to 24 students to learn how to use
computers and how to surf the Internet, many for the first time. The schools are specifically
designed for African conditions, and can withstand energy-scarce environments, harsh
weather conditions and transportation over long distances.<br>
<br>
Fold-away solar panels provide enough energy to power the classrooms equipment for
up to nine hours a day, and for one-and-a-half days without any sunlight. The solar
panels are made from rubber, rather than glass, ensuring they are hardy and durable
enough to survive long journeys across the continent.<br>
<br>
Samsung is working with the Government of Ghana and the Ministry of Education, local
educators, content developers, school administration and management to integrate the
Internet Schools into local communities in Ghana by the end of July.<br>
<br>
(<a href="http://www.biztechafrica.com/article/ghana-benefit-solar-powered-internet-school-projec/8509/#.U9Vuos5zCt8">More
details</a>)<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=2f26df3c-ef5c-4f1b-8da4-f7bfa62ac0a5" />Curriculum DevelopmentDigital literacyICT in EducationICT InfrastructureRemote/Underserved Areashttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=b9d22254-f6e0-44c5-933c-38137c0f1f32http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=b9d22254-f6e0-44c5-933c-38137c0f1f32Some Other User

Discover the 10 award-winning best practices from the Actions
for Digital Culture contest, organized by the Digital Italy Agency, to promote digital
literacy and inclusion.

Digital literacy - Best practices from the Actions for Digital Culture contest http://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=b9d22254-f6e0-44c5-933c-38137c0f1f32http://www.itu.int/ITU-D/sis/newslog/2014/07/31/DigitalLiteracyBestPracticesFromTheActionsForDigitalCultureContest.aspx
Thu, 31 Jul 2014 20:20:35 GMT<div align="justify">Discover the 10 award-winning best practices from the Actions
for Digital Culture contest, organized by the Digital Italy Agency, to promote digital
literacy and inclusion.
<br>
<br>
The first edition of <a href="http://contest.formez.it/">Actions for Digital Culture</a> received
101 applications. The <a href="http://contest.formez.it/news/esperienze-vincitrici-contest">award
winning 10</a> were selected in May 2014, but additional initiatives will be posted
on the contest <a href="http://contest.formez.it/news/cultura-digitale-consultazione-prosegue-raccolta-idee">database</a> until
July, 31st.<br>
<br>
The award-winning initiatives were selected on the basis of their consistency with
the objectives of the <a href="http://www.agid.gov.it/competenze-digitali/programma-nazionale-competenze-digitali">Italian
National Programme for Culture, Education and Digital Skills </a>and on their sustainability,
scalability, size, verifiability, actual or potential impact, user-friendliness and
openness.<br>
<br>
Below are the 10 winning best practices in digital literacy and inclusion: check them
out (Italian&nbsp; only).<br>
<ul>
<li>
Digital Culture for citizens
</li>
</ul>
- The network of local associations to disseminate digital culture
<br>
- DITEDI - District of Digital Technologies
<br>
<ul>
<li>
&nbsp;Digital Inclusion
</li>
</ul>
- Bread and Internet
<br>
- CoderDojo Italy
<br>
<ul>
<li>
Working Digital Skills
</li>
</ul>
- Development of digital professional skills at INAIL according to the standard e-CF
<br>
- Professional competence profiles for the Web
<br>
<br>
<ul>
<li>
Digital Skills for the Enterprises
</li>
</ul>
- The Italian school to catch up with Europe: Core EUCIP in curricula in technical
colleges
<br>
- Meet No Neet 2
<br>
<ul>
<li>
&nbsp;Digital Skills for PA
</li>
</ul>
- METID MATCH: build with the digital culture
<br>
- The 100 Schools Project
<br>
<br>
Digital literacy is the topic of the ongoing discussion on <a href="https://ec.europa.eu/digital-agenda/en/content/ict4society-cafe">ICT4Society
Café</a>: join the debate and let us know about your experience and good practices!<br>
<br>
<a href="https://ec.europa.eu/digital-agenda/en/news/digital-literacy-best-practices-contest-organised-digital-italy-agency">More
details</a>
<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=b9d22254-f6e0-44c5-933c-38137c0f1f32" />CommunicationsCurriculum DevelopmentDigital literacyhttp://www.itu.int/ITU-D/sis/newslog/Trackback.aspx?guid=9a67b32b-1d9f-4414-8af4-2b8debe71ac0http://www.itu.int/ITU-D/sis/newslog/pingback.aspxhttp://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=9a67b32b-1d9f-4414-8af4-2b8debe71ac0Some Other User

Eko-Konnect is holding an app competition in Nigeria as part
of its 2014 Software Freedom Day Celebration.

Eko-Konnect challenges applicants to identify a challenge to either students or management
of Higher Institutions of Learning and build an app to solve this challenge. Apps
will be exhibited on Friday, 19th September, 2014 at the Yaba College of Technology
and winners will be announced on Saturday, 20th September, 2014 at the same venue.

Eko-Konnect: Software Freedom Day 2014 Competition http://www.itu.int/ITU-D/sis/newslog/PermaLink.aspx?guid=9a67b32b-1d9f-4414-8af4-2b8debe71ac0http://www.itu.int/ITU-D/sis/newslog/2014/07/31/EkoKonnectSoftwareFreedomDay2014Competition.aspx
Thu, 31 Jul 2014 19:54:20 GMT<div align="justify">Eko-Konnect is holding an app competition in Nigeria as part
of its 2014 Software Freedom Day Celebration.<br>
<br>
Eko-Konnect challenges applicants to identify a challenge to either students or management
of Higher Institutions of Learning and build an app to solve this challenge. Apps
will be exhibited on Friday, 19th September, 2014 at the Yaba College of Technology
and winners will be announced on Saturday, 20th September, 2014 at the same venue.<br>
<br>
<b>Send your Abstract by Friday, 22nd August</b>, 2014 to <a href="eko-geeks@eko-konnect.net.ng">eko-geeks@eko-konnect.net.ng</a>.<br>
<br>
<b>Only eligible applicants will be contacted</b>.<br>
<br>
<a href="http://www.eko-konnect.org.ng/content/software-freedom-day-2014-competition-application-form-0">Further
details</a>
<br>
</div>
<p>
</p>
<img width="0" height="0" src="http://www.itu.int/ITU-D/sis/newslog/aggbug.ashx?id=9a67b32b-1d9f-4414-8af4-2b8debe71ac0" />CommunicationsCurriculum DevelopmentDigital literacy